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Mittal Surname History
The family history of the Mittal last name is maintained by the AncientFaces community. Join the community by adding to to this genealogy of the Mittal:
- Mittal family history
- Mittal country of origin, nationality, & ethnicity
- Mittal last name meaning & etymology
- Mittal spelling & pronunciation
- genealogy and family tree
Mittal Country of Origin, Nationality, & Ethnicity
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No content has been submitted about the Mittal country of origin. The following is speculative information about Mittal. You can submit your information by clicking Edit.
The nationality of Mittal is often complicated to determine in cases which regional boundaries change over time, leaving the original nationality indeterminate. The original ethnicity of Mittal may be difficult to determine as result of whether the family name came about organically and independently in various locales; e.g. in the case of surnames that are based on a profession, which can appear in multiple places independently (such as the surname "Dean" which may have been adopted by members of the clergy).
Mittal Meaning & Etymology
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No content has been submitted about the meaning of Mittal. The following is speculative information about Mittal. You can submit your information by clicking Edit.
The meaning of Mittal come may come from a craft, such as the name "Gardener" which was given to people of that profession. Some of these profession-based family names can be a profession in some other language. For this reason it is essential to understand the nationality of a name, and the languages used by its ancestors. Many modern names like Mittal come from religious texts like the Bhagavadgītā, the Quran, the Bible, and so on. In many cases these names relate to a religious expression such as "Favored of God".
Mittal Pronunciation & Spelling Variations
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In early history when few people could write, names such as Mittal were written down based on how they sounded when people's names were written in government records. This could have led to misspellings of Mittal. Researching misspellings and alternate spellings of the Mittal family name are important to understanding the history of the name. Family names like Mittal transform in their spelling as they travel across villages, family unions, and languages across time.
Last names similar to MittalMittalat Mittall Mittallo Mittaly Mittam Mittaminer Mittammeyer Mittan Mittanck Mittaneck Mittaner Mittang Mittangk Mittani Mittania Mittank Mittanne Mittanno Mittans Mittant
Mittal Family Tree
Here are a few of the Mittal genealogies shared by AncientFaces users. Click here to see more Mittals
- Edward G Mittal 1920 - 2007
- Amar N Mittal 1932 - 2008
- Catherine A Mittal 1917 - 2000
- Albert Mittal 1913 - 1981
- Michael Mittal 1900 - 1973
- Alice A Mittal 1926 - 1994
- Joseph D Mittal 1921 - 2006
- Paul M Mittal 1937 - 2001
- John P Mittal 1917 - 1999
- John M Mittal 1942 - 2005


SfA is more than just a reading programme. It promotes cooperative learning behaviours and positively supports engagement through whole team points and cheers
In Foundation Stage, our children learn Phonics and early reading skills through the SfA programme. Children in years 1-6 have an English lesson each day that allows for extensive practice of reading and thinking skills, as well as providing time for effective writing.
To ensure that pupils progress in line with their ability:-
Reception programme – 'Kinder Corner'
This Reception programme is aligned to the Early Years Foundation Stage framework.
The Kinder Corner programme helps ensure that your pupils enter Year 1 with:
- Age related language, reading, writing and mathematical concepts and skills
- A basic knowledge of science and the world around them
- The social skills, self-reliance and confidence necessary to succeed in primary school.
- It provides age-appropriate activities that focus on the areas of learning and development set by the English curriculum.
- Based around the 16 fortnightly themes.
- It incorporates a systematic synthetic phonics programme, using specially developed stories.
How Kinder Corner is structured
- Kinder Corner is a full-day programme. It contains 16 themes that run for two weeks each.
- It is designed to be a spiral curriculum: children build their knowledge and expertise through repeated exposure to a concept or continual practice of a skill.
- Kinder Corner includes key elements that are repeated each day:
- Greetings, Readings and Writings
We will invite children to begin the day with reading, writing, and other meaningful activities.
- Let's Get Together
In this session we will bring your pupils together to talk about the theme. It encourages their oral language development and their sense of community.
- Rhyme Time
We will use rhymes, songs, and games related to the theme, to improve vocabulary and phonemic awareness.
- Story Tree
Using stories, we will encourage pupils to make predictions, recall events, and learn new vocabulary.
- Learning Labs
A range of child-initiated activities involving problem solving, exploring materials, experimenting, observing, and recording.
- 15 Minute Maths
This connects maths to everyday life. All the activities centre on an interactive calendar display.
- Snack/Outside/Gross Motor Play
By interacting with their peers and adults, our pupils will develop their interpersonal skills. It also promotes self-help and gross motor skills.
- Sound Steps
We will use specially-developed stories to practice beginning reading skills. It exposes pupils to phonics through letter-sound connections, blending, and segmenting.
- Math Mysteries
This session enables pupils to construct their own understanding of mathematics. It encourages an awareness of numbers and develops maths skills.
- Let's Daydream
A chance to engage children's imagination and story-telling skills, while introducing poetry and prose.
- Write Away
Using carefully developed creative or theme-related topics, you will encourage pupils to practice their emerging writing skills.
- Let's Think About It
We will reinforce the skills and concepts that your pupils have learned during the day.
- Home Link - Using tasks that link learning to life outside school, this encourages each pupil's family to be involved in their education.
- Greetings, Readings and Writings
'Roots' literacy programme
This literacy programme is aimed primarily at ensuring pupils achieve English National Curriculum reading and writing at the KS1 Expected Standard.
The Roots programme will help you get your child off to a successful start with reading and writing. It will build upon their existing knowledge of synthetic phonics from Foundation Stage, but will also help them develop a significant vocabulary of words they recognise by sight. Best of all, it will encourage a love of reading, since Roots uses a rich variety of teacher-read books.
- Children are assessed and regrouped according to their reading level every eight weeks – this ensures they are always taught at the right level and can see their own development.
- There is a strong focus on phonetic awareness, speaking and listening, comprehension, and text level skills.
How Roots is structured
Roots' daily programme is built around four basic components:
- FastTrack Phonics
It will build your child’s phonetic awareness by using colourful mnemonic pictures, integrated with alliterative phrases, sounds, and letter cues. Fun elements, such as games, ensure it remains enjoyable, as the fast-paced systematic instruction reviews and introduces sounds and their written representations.
- Shared Stories
It uses vibrant storybooks to engage your child in practicing their decoding, fluency, and comprehension skills. New vocabulary is introduced then children are guided as they decode the story with their partners. The teacher will also lead whole-class discussions that encourage higher-level thinking skills. These will stimulate your children’s' oral language and cognitive development, as they become confident, enthusiastic readers.
- Story Telling and Retelling (STaR)
Teachers will read both fiction and non-fiction books interactively with children as part of daily lessons. Using partner talk and response, they will start to develop your child’s early skills of predicting, clarifying and questioning, to support the development of effective reading strategies.
In addition to a daily supported short writing task, in every third lesson the teacher will guide children through a longer writing activity that is related to the theme of both the Shared Story and STaR books. Your child will think, speak, and work collaboratively with others as they go through the writing process.
'Wings' literacy programme
This literacy programme is aligned to Key Stage 2 of the English national curriculum.
The Wings programme will enable your child to enjoy reading and will create fluent and confident readers by the end of year 6.
- Wings supports and challenges both basic and more competent readers.
- It uses a wide range of carefully selected literature including fiction, non-fiction and poetry. In most cases, your child will read the whole book, giving them 'reading stamina' – something that Government advisers have found lacking in the past.
- Assessment opportunities are built into the lesson.
The co-operative learning style
Like the entire Success for All programme, Wings is driven by co-operative learning strategies that put your child at the heart of their own learning. Each individual lesson follows the ‘Cycle of Effective Instruction’, which encourages children to teach their learning to partners and teammates, in order to consolidate their own understanding.
Here are the key benefits of using co-operative learning in the classroom:
- The supportive team environment encourages children to take responsibility and participate towards a common goal, so they keep engaged and maintain focus.
- It allows team members to teach each other what they know – a really powerful way of learning.
- On-going team discussion enables children to use and develop their skills in speaking and listening.
- Children are given the opportunity to develop their ideas as part of the team process. This develops the self-help strategies that enable them to work independently and with confidence.
How Wings works
It uses a wide range of literature, including fiction, non-fiction and poetry to provide well-thought-out, structured teaching that will help you stimulate discussion about the text.
This will be added to with highly structured writing activities based on the texts, with the opportunity for extra-extended writing interspersed between them, including grammar activities.
Many of our older children often spend time with our youngest readers helping them develop their reading skills, this is something that can be replicated at home with siblings.
We all know that reading opens the door to all learning.
A child who reads a lot will become a good reader.
A good reader will be able to read challenging material.
A child who reads challenging material is a child who will learn.
The more a child learns the more a child wants to find out.
As parents you are your child’s most influential teacher with an important part to play in helping your child to learn to read.
Here are some suggestions on how you can help to make this a positive experience.
1. Choose a quiet time
2. Make reading enjoyable
3. Maintain the flow
4. Be positive
5. Success is the key
6. Visit the School Library – Pick a book that will encourage your child to get into the habit of reading a book for enjoyment’s sake.
7. Regular practice – Try to read with your child on most school days. ‘Little and often’ is best. Teachers have limited time to help your child with reading.
8. Communicate – Use the contact book and try to communicate regularly with positive comments and any concerns.
9. Talk about the books
10. Variety is important


Afghan Women Bike Project
Arranged by Shahmama
Sponsored by Cord Aid
Implemented by Shahmama & Jamal Company in 3 girls schools in Kabul
To prepare a better life opportunity for Afghans, they need to have an easy and possible transportation facility. Girls and women who make more than half present of the population of the country, are not able to use at least one of the possible transportation facilities. In some of Islamic countries such as Indonesia, Malaysia, Muslim countries in the Middle East, African countries and in the Muslim communities in western countries, girls and women are using bicycle as transportation means. Afghan Social Development Foundation “Shahmoama” (in Netherlands) want to prepare the opportunity for Afghan girls and women in Kabul and encourage them to use bicycle in their daily lives. We are glad that through implementing this project, we would make our Afghan sisters able to use one of the most possible and convenient transportation means so we can bring a positive change in their daily lives and they will become independent. The importance of Afghan Women Bike Project: Due to nearly three decades of war in Afghanistan women and girls have been the main victims in this country. Through our project, we want to help them to support themselves. We want to encourage them to use bicycle for going to school, work, shopping and anywhere they need to reach in the city. Some 15 years ago in Kabul, there were few girls and women who used to use bicycles. Later the practice was totally banned. Now that the situation has changed and girls are going to school and women are working in offices, it is possible to encourage them to be self-sufficient in daily life. The first step can be providing them with the opportunity for outgoing in a safer and easy way. Mostly people there are using buses and cars for going from one place to another. As a result transportation has become increasingly difficult in small cities with insufficient infra-structure. It takes hours to go from reach the intended destination.
Besides, people are not able to pay for the transportation costs and according to the information, women are walking very long distances from small villages and cities for hours to bring their children to the doctor or go for shopping.
Besides, due to the increase of cars and transportations that makes pollution, the weather of Kabul is getting worse and causes diseases, especially for the children. Through our project, we would like to encourage people not to pollute the environment. One of the reasons that women and girls are not used to use bicycle is that in Afghanistan, lady-bikes were never imported and girls or women can not use other man-type bicycles. Through this project, we import lady-bike with special saddle and we produce child safety seat, special bag for the bicycle, basket and other necessary equipments for the bicycle.


The Reverend Eleazar Wheelock, a Congregational minister from Connecticut, founded Dartmouth College in 1769. He had earlier established Moor's Charity School in Lebanon, Connecticut.
In seeking to expand his school into a college, Wheelock relocated his educational enterprise to Hanover, in the Royal Province of New Hampshire. The move from Connecticut followed a lengthy and sometimes frustrating effort to find resources and secure a charter.
Samson Occom, a Mohegan Indian and one of Wheelock's first students, was instrumental in raising substantial funds for the College. The Royal Governor of New Hampshire, John Wentworth, provided the land upon which Dartmouth would be built and on December 13, 1769, conveyed the charter from King George III establishing the College. That charter created a college "for the education and instruction of Youth of the Indian Tribes in this Land ... and also of English Youth and any others."
During the first 200 years of its existence, however, Dartmouth fell far short of its educational goal and a mere 19 Native Americans graduated from the College. This situation changed dramatically when John G. Kemeny became the 13th president of Dartmouth College in 1970. In his inaugural address, he pledged to redress the historical lack of opportunities for Native Americans in higher education. In recommitting Dartmouth to its founding purpose, John Kemeny established a Native American Program at the College and directed the Admissions Office to begin actively recruiting Indian students for the very first time.
In the years that have passed since former President Kemeny's historical address, Dartmouth's commitment to Indian education has remained strong. In this brief time, nearly 700 Native Americans from over 200 different tribes have attended Dartmouth, more than at all the other Ivy League institutions combined.
Last Updated: 3/14/14


Researchers have found that being overweight before the age of 40 could increase the risk of various cancers in adults.
“Obesity is an established risk factor for several cancers. In this study, we have focused on the degree, timing and duration of overweight and obesity in relation to cancer risk,” said study author Tone Bjorge, Professor at University of Bergen in Norway.
For the findings, published in the International Journal of Epidemiology, the research team wanted to find out how adult overweight (BMI over 25) and obesity (BMI over 30) increase the risk of different types of cancer.
The researchers used data for 2,20,000 individuals from the Me-Can study, with participants from Norway, Sweden and Austria.
Data from health examinations, including information on height and weight, were linked to data from national cancer registries.
According to the researchers, 27,881 individuals were diagnosed with cancer during follow-up, of which 9,761 (35 per cent) were obesity-related.
The study showed that if you were overweight before age 40, the risk of developing cancer increases by: 70 per cent for endometrial cancer, 58 per cent for male renal-cell cancer, 29 per cent for male colon cancer and 15 per cent for all obesity-related cancers (both sexes).
Obese participants (BMI over 30) at the first and second health examination had the highest risk of developing obesity-related cancer, compared to participants with normal BMI.
“The risk increased by 64 per cent for male participants and 48 per cent for females,” Bjorge added.
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Table of contents:
Video: The Meaning Of The Name Esther
Short form of the name Esther. Essie, Esta, Etty, Hetta, Esterita, Estersita, Esterina, Rina, Esti, Tera, Essu.
Synonyms for the name Esther. Esther, Hester, Estyr, Esteri, Esther.
The origin of the name Esther. The name Esther is Jewish, Orthodox, Jewish.
Esther's name is of biblical origin. This name was for a Jew who became the wife of the Persian king Artaxers. She is also referred to as Esther, Esther. According to the first version, according to the Bible, the name Esther was not given to her from birth, but appeared when she became the Persian queen. Therefore, the name Esther literally translates as “hide”, “be hidden”, “be secretive”. Since the description in the Bible indicated such a character trait of Esther as modesty, the name is also interpreted as "modest."
According to the second version, the name comes from the ancient Persian "setāra", meaning "star". According to the next version, the name Esther appeared from the name of the goddess Ishtar (Estar, Astar), therefore it is interpreted as a "goddess".
Esther's name is one of the few female names in which the masculine form of the name originated from the feminine one. This is Esterino's name among the Italians, where it is considered very rare. The stress in Esther's name can be on any syllable.
Depending on the version of the origin, the name Esther will be close in semantic meaning to various female names. "Star" - Stella, Iskra, Estelle, Akhtar, Astra, Tara, Sitara. "Goddess" - Alana, Maya, Diana, Theona, Alla, Thea. "Secretive" ("modest, meek") - Paula, Pavlina.
The name Esther is used mainly in Europe and the USA, among Catholics, although it is absent in the Catholic calendar, it is mentioned only in Orthodox saints.
The name Esther (Latin spelling - Esther) first appears in Europe during the Reformation, before which the appearance of biblical names, if they were not worn by saints, was an unusual phenomenon. In the English-speaking world, the two names Esther and Hester were used, which, despite the slight difference in pronunciation, have long been largely - perhaps completely - interchangeable.
In those days, it was common for a woman to be referred to as Esther in one document and in another to be recorded as Hester. A similar concrete example is Esther Johnson, aka "Stella," a friend of Jonathan Swift, whose baptismal record identifies her as Hester, but the woman always signed herself Esther.
The second historical example is the beloved of Jonathan Swift, known under the pseudonym Vanessa - Esther Vanhomraig. When addressing her letters, Swift sometimes wrote her name as Esther and sometimes as Hester.
After 1900, the use of the "e" spelling of the name became the most common. It is possible that the birth of the daughter of US President Grover Cleveland helped to consolidate this success. She was born in the White House, which received extensive press coverage. The name was spelled Esther and it was announced to mean "star".
The name Esther gained the greatest popularity in the first decade of the twentieth century in the United States, then began to sharply lose its positions, up to dropping out of the 200 rating. At the present time, interest in the name is growing again, the name Esther is already taking the 152nd position. And thanks to alternative versions of the name, it continues to exist.
Currently, there are derivative types of writing a name in Latin - Ester, Aster, Esterina, Eszter. Affectionate appeals Essie, Ettie, Esta also became their own names.
There is a close semantic connection between the names Esther, Esther, Stella and Estelle. There is a possibility that they may be related to each other.
The owner of the name Esther is a sociable and charming woman, pleasant to talk to and well understanding of the interlocutor. Her interest in the conversation is genuine, she always listens attentively, sincerely wants to help.
She is often cheerful, active, can be a little moody and impatient. Esther is quick-witted, knows how to adapt, deftly avoids slippery topics, knows how to critically look at the situation. A good memory helps her to solve intellectual problems, learn foreign languages and speak well.
She knows very well how to use her charm and conviction to achieve her goals. This is especially noticeable in childhood. Her emotionality is heavily influenced by her family. The girl's imagination is great, and the variety of interests and tastes is innumerable.
Esther has dreams of greatness that she would like to achieve. Therefore, she knows how to lead, command, her desire is embodied in professional ambitions, on which she will spend her energy and direct her will. The owner of the name Esther will be very pleased that she will become the center of attraction for an evening with friends, where she will be a wonderful, wonderful, intelligent hostess.
Family life and motherhood are important to Esther, but not to the extent that personal ambitions are. She can be divided and torn between her family and a career in her chosen profession.
Professions in trade, sales, public relations, advertising (journalist, press secretary) are more suitable for Esther. Career as a teacher, lawyer, writer, actress, translator, where the main focus is the ability to speak. Various consultations, or leadership positions in various fields (administrator, politician).
Esther celebrates her name day on December 25th.
Famous people named Esther
- Esther (Judit) ((c. 960-c. 1003) Ethiopian Falash warrior, became the queen of Ethiopian Jews)
- Esther (Esther, Esther) (the famous biblical woman. The holiday of Purim among the Jews is associated with the salvation of the Jews from extermination, thanks to the act of Esther.)
- Esther Qin ((born 1991) Australian diving, multiple winner of various awards)
- Esther van Meijen ((born 1992) Dutch drafts player, silver winner of the Dutch championship in 2018)
- Esther Fernandez ((1917-1999) full name - Maria Esther Gonzalez Fernandez; Mexican actress of the "Golden Age of Mexican Cinema")
- Esther Ralston ((1902-1994) American actress. She played in the theater, cinema since the age of 13, appeared on the radio. Esther's peak of popularity fell on the era of silent films.)
- Esther Duflo (Duflo) ((born 1972) French economist, awarded the Nobel Prize in 2019)
- Esther Malangu ((born 1935) South African artist)
- Esther Kustovna Mägi ((born 1922) Estonian composer, also teacher)
- Esther Budyarjo ((born 1972) Indonesian pianist)
- Esther Louise McVeigh ((born 1967) English politician)
- Esther Ledecka ((born 1995) Czech snowboarder, also an alpine skier. Winner of the Olympic gold medal in 2018, multiple winner of various international championships in these disciplines.)
- Esther Kataeva ((1913-2009) nee Brenner; wife, muse and assistant of the Soviet writer Valentin Kataev. Her name is mentioned in many of his books, and the famous story "The Lonely Sail Whitens" is dedicated to her.)
- Esther Dyson ((born 1951) American entrepreneur, also investor, social activist, writer)
- Esther Herlitz ((1921-2016) Israeli statesman and diplomat. Was the consul of Israel in New York. Became the first woman to head the Israeli Embassy in Denmark.)


Grade level 11-12. May be taken 2 times with a grade of “C” or better to advance.
Visual Media and Communication is a combined visual arts, digital media, and communication course designed to cohesively integrate content and context across multiple platforms, such as print, web, video, audio, and connective (social) media. Students will focus on communication strategies using original content, branding, storytelling, advertising, digital identity, and more. Students will learn to create a unified visual message for a company or individual that is holistically developed and produced across multiple platforms.
Credits and Certifications
.5 Language Arts elective
Jeremey Hinshaw - Instructor
Mr. Hinshaw has a BFA in Sculpture + Design, MAED and is a Wilderness First Responder. He has worked as an event and wedding photographer and an action sports photographer. His personal interests are running, family, drawing, soccer and climbing.


MANUEL MENRATH, Mission Sitting Bull: Die Geschichte der katholischen Sioux (Paderborn: Ferdinand Schöningh, 2016), 372 pp.
Amerikastudien/ American Studies 63.3
In the course of approaching American history with the methods of New Western History, a rich body of studies has emerged that reveals the vastness of Native American experiences in a new distinctiveness. In his new book, Menrath takes a close look at the Catholic proselytization of the Sioux during the last quarter of the nineteenth century. Menrath approaches the topic with the methods of New Western History, that is, to regard (established) historical sources with a new critical distance and to re-evaluate them. It also means to incorporate sources that may have been neglected, and to consider multiple perspectives in order to reach a balanced, richer, and more complete depiction of past events. He considers a global-historical interconnectedness of the nineteenth century and pursues a transnational-comparative approach. Thus, Menrath shows that the secularization movement in Europe prompted the Catholic abbot Martin Marty (1834-1896), whose Catholic biography Menrath traces in his book, and hundreds of Benedictines and Catholic nuns (mostly from Switzerland and the German Reich) to immigrate to the U.S. and create a “Catholic frontier” (Menrath 77). Menrath demonstrates that Marty’s endeavors were substantial in the establishment and strengthening of the Catholic Church (62) in the United States, especially among the Sioux. Today, Marty is still widely known as the “apostle of the Sioux” (9). Thus, the culture wars that were taking place in Europe had a direct impact on Native American lives.
A novelty in Menrath’s study is a new historical source: an unfinished 300-page biography about Martin Marty, written by Albert Kleber, that Menrath discovered during his research, and which forms an important pillar of information for his critical portrait of the abbot (14, 270). Menrath’s aim is to move away from a hagiographic reception of Marty and focus instead on religious and cultural interactions between the Sioux and the Catholics. In so doing, Menrath considers Marty’s socio-political environment (Marty’s ultramontane socialization, chapter three) and is quite successful in offering an unadorned re-evaluation of the man and his motivations. In his re-assessment, Menrath traces the intricate strategies pursued by the Catholic Church in the United States to assimilate the Sioux. Marty specifically targeted Indian children in his efforts to convert America’s “heathens” because he realized that breaking their ties to their heathen parents would best ensure their salvation. Menrath concludes that Marty’s work was a definitive ethnocide, something over which researchers differ (Ross Enochs, Karl Markus Kreis 15). In Menrath’s focus on human interaction and his aim to provide a balanced analysis, Menrath includes various Native American perspectives throughout the book, a historical context (“Kriege in den Great Plains” 38, “Friedenspolitik” 43) and a comparative analysis of Sioux spirituality and worldview (the universal energy Wakan Tanka that pervades all) and the Catholic monotheistic Maker (37). The result is a very well researched book that provides a tightly interwoven study that offers intriguing details of individual experiences.
Menrath should have elaborated on one point. The ideology of the assimilation programs during the late nineteenth century wanted complete annihilation of everything Indian. The goal was to transform Native Americans into a homogeneous population of Christian farmers. Menrath concludes that Marty’s Catholic mission failed in this regard; meaning that conglomerations of Sioux spirituality and Christian denominations emerged, rather than a new, exclusively Catholic indigenous population. On the other hand, Menrath mentions that most of the 60,000 Lakota living on reservations today are Catholic due to Marty’s endeavors (62). The author should have given a clarifying explanation of how these somewhat contrary arguments correlate.
As suggested by the title of the book Mission Sitting Bull, Menrath draws upon Sitting Bull as a specific example of Marty’s ‘failure,’ delineating the chief’s dealings with the Christian missionizing efforts. For Marty, the conversion of the wildest bunch of the Sioux (as Sitting Bull and his followers were seen in the U.S.) was the ultimate goal. Among many others, Marty wanted to succeed in convincing Sitting Bull and his followers, who then lived in exile in Canada, to surrender and return to the reservation in the United States to become Christian farmers there. The two men were of about the same age when they met for the first time in 1878. An encounter with Sitting Bull was then considered a dangerous undertaking because of Sitting Bull’s reputation as the most hostile of the Sioux. Marty was aware of that and was ready to martyr himself for the cause (221). Sitting Bull, however, realized that the Episcopalians also wanted to convert him, as missionaries from two denominations courted him. This proved lucrative to Sitting Bull and assured him a certain amount of sovereignty that he was unwilling to give up (240). After Sitting Bull’s death, Marty claimed that his conversion efforts had been successful. He said that the chief had asked him to build a church and a school and that he agreed to become a Christian (243). However, some of Sitting Bull’s children went to Mary Collins’s Congregationalist school. Menrath calls this “posthumous proselytization” (249) and considers Marty’s appropriation of Sitting Bull an attempt to rehabilitate his reputation, for he had already on several occasions proclaimed to have successfully converted Sitting Bull.
The study of nineteenth-century Sioux Catholicism is closely linked to on-reservation boarding schools because Christian assimilation efforts were concentrated there. Off-reservation boarding schools have been thoroughly analyzed since the 1990s,1 however, in-depth studies of on-reservation schools have only rarely been conducted.2 Menrath refers to this research gap and incorporates an analysis of several schools that were established by Marty (Fort Yates Indian Industrial School at Standing Rock, St. Francis Mission at Rosebud, Holy Rosary Mission at Pine Ridge). Menrath focuses on the enlistment of Sioux children, on everyday life at school, including disease and death, chastisement, and individual reactions and resistance to school rules (178, 181-202). Especially the latter is among the most interesting and valuable to the research within New Western History; for Menrath shows how Indian children dealt with the new foreign life forced upon them. Many ran away again and did so repeatedly. Others simply did not follow specific rules, and in some cases the Catholic personnel gave in to such disobedience and compromised (for example, at St. Francis Mission Indian children would always take off the uncomfortable shoes they had to wear and ran around in their socks; for a while they were scolded until the nuns eventually allowed the children to wear moccasins again, 198). Besides such openly disobedient behavior, Menrath also shows that many Indian children revolted passively against the missionaries’ demands to embrace Catholicism exclusively (178-79, 199, 248).
Merely at a glance, Menrath includes a transnational comparison to Canada’s Indian Residential Schools and Australia’s and New Zealand’s Native Schools and notes that it is exactly those comparative, transnational studies of Indian boarding schools of the nineteenth-century settler societies that are still missing in contemporary research.3 Menrath argues, that this needs to be taken one step further: Because the nineteenth century in Germany and Switzerland can be considered the century of correctional institutions—“Anstaltsjahrhundert” (213)—and, because a considerable number of German-speaking missionaries emigrated to the U.S., bringing with them, for example, their ideologies concerning re-education in correctional institutions. Menrath suggests here the importance of a global-historical examination as part of post-colonial studies (214).
One interesting example in this respect is Menrath’s transnational perspective of Marty’s endeavors with the Sioux in regard to Marty’s character (Chapter 4, 80). In 1860, Marty was sent to the U.S. where he was to lead the recently founded priory St. Meinrad in Indiana, which became a monastery under Pope Pius IX. In 1876, Marty was called by the Bureau of Catholic Indian Missions to work in the Dakota Territory where he remained for 20 years until his death in 1896. He became a traveling missionary among the Sioux and made it his utmost goal to save as many souls as possible. Menrath assesses this to be a “biographic caesura” (63) because Marty practically went against the majority of his fellow monks and bishops, who discredited him for traveling as a missionary. However, among the Catholic population, Marty was praised and held a good reputation (68). Menrath explains that Marty saw his calling in being a traveling missionary among the “heathens” much like early medieval Benedictine monks. In this respect, Menrath’s study is also a valuable contribution to German-speaking American Studies and Swiss American post-colonial research that sets important impetus for further research.4
In his aim to present an unbiased and unadorned analysis of the history of Sioux Catholicism, Menrath should be praised for discussing the issue of clergy sexual abuse, a topic which has long been held concealed. While recently the topic has received wide press attention and has been studied by researchers (e.g. Claire M. Renzetti Clergy Sexual Abuse, 2013), the same cannot be said for cases of Native American abuse in Catholic institutions. Menrath pleads for a comprehensive study of sexual abuse in Catholic on-reservation boarding schools, especially because of the numerous charges for sexual assault, rape, and sodomy (210) that have been brought against the Catholic dioceses of Sioux Falls, Rapid City, Pine Ridge, Rosebud, and Blue Cloud Abbey (the three latter founded by Martin Marty) lately. Menrath gives shocking proof that sexual abuse of Indian children happened at several Catholic Indian boarding schools and shows that it not only took place, but was mostly done with impunity (211). As a reaction to those accusations, a statutory limitation was enacted that made it impossible for victims older than 40 years to sue an institution, like the Catholic Church (210), thus clearly protecting the alleged perpetrators (211) while making the issue cumbersome for Native American victims. Thus, for Native American victims, the only possibility left is to sue a specific person, a fact that makes the procedure very difficult since many perpetrators are no longer alive (210).
Menrath argues that an independent expert commission, which would systematically investigate Indian boarding schools in their full dimension, is urgently needed in the United States. Unfortunately, the government still shuns its responsibility (209).
Dr. Nadja Martin-Catherin (Wiesbaden)
1 Coleman’s American Indian Children at School (1993) and Adams’ Education for Extinction (1995) should be mentioned here. Many in-depth studies followed. Recently, several important studies emerged that offer case studies of specific institutions putting focus on Native American voices: Jacqueline Fear-Segal’s White Man’s Club: Schools, Race, and the Struggle of Indian Acculturation (2009) and Carlisle Indian Industrial School: Indigenous Histories, memories and Reclamations (2016), Trafzer’s Boarding School Blues: Revisiting American Indian Educational Experiences (2010) and Archuleta’s, Child’s, Lomawaima’s Away from Home: American Indian Boarding School Experiences, 1879-2000 (2000).
2 Except for Tanya L. Rathbun’s Hail Mary: The Catholic Experience at St. Boniface Indian School (2006), Clyde Ellis: “To Change them Forever: Indian Education at the Rainy Mountain Boarding School, 1893-1920,” and James T. Carroll’s Americanization or Indoctrination: Catholic Indian Boarding Schools, 1874-1926 (1997). A valuable German research contribution to this field is Schulen und Kirchen für die Sioux-Indianer: Deutsche Dokumente aus den katholischen Missionen in South Dakota 1884-1932 (2007) by Karl Markus Kreis.
3 One study should be mentioned: Margaret D. Jacobs: White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous Children in the American West and Australia, 1880-1940 (2009).
4 One such study should be mentioned here: Tina Kühr: On a Civilizing Mission. Die imperiale Zivilisierungspropaganda in den USA und im Deutschen Kaiserreich, 1889-1914 (2006).


The following was my submission to Kelly Engineering Services for an annual scholarship. Although I was not the winner, my essay had a strong message. I titled it: “On Water: The Social Complexities of a Simple Molecule”
Water surrounds us; it is in our showers and baths, it washes our hands, cooks our appetizers and entrée. With it, we continue living like nothing ever happened. Without it, the most basic forms of life could not exist. Although water encapsulates seventy percent of our planet, there are people struggling to find it. I believe that engineers have a responsibility to protect humanity; to share knowledge of technological advances with the world, and correct their mistakes in social and political aspects. As of late, issues such as the Flint water crisis and Porter Ranch methane leak reflect engineering at its worst in the US. However, I still hold true that engineers are capable of so much more.
A Finnish University recently discovered the benefits of crystallization, or freezing water in order to purify it. Essentially, these scientists found that the upper layer of ice from a lake in Finland was nearly ten times cleaner than the water beneath. In addition, ice that had formed more slowly was noticeably cleaner than rapidly formed ice. This event called crystallization can only occur with the presence of a solvent and solute, such as water and salt. A professor from Lappeenranta University of Technology (LUT) made the statement below regarding the study. Continue reading “Clean as Ice”
Aquaporins. In simple terms, these are water channels in the cell wall that allow for H2O molecules to travel in and out of the cell so that the cell won’t swell and explode. Scientists discovered that by using these aquaporins, you can sort out H2O molecules from otherwise impure water. Aquaporins themselves are very small and delicate, so a screen is used and the aquaporins are melted onto the layer of net. Impure water can then be sifted.


Download Adverbs Of Frequency Exercises For Kids from our fatest mirrorFFrreeqquueennccyy AAddvveerrbbss - EnglishForEveryone.org
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Here is a chart of frequency adverbs. The percentages show approximately how often something happens. Always 100% Almost always 95–99% Usually 90 ... The kids are ready when the school bus arrives. (1–10%) 100.. I am happy when it rains .
Date added: October 7, 2011 - Views: 407
... Lesson Plans for ESL Kids Teachers. ESL KidStuff Lesson Lesson: Describing People ... To download free unit5 adverbs of frequency the university of michigan press you need to register. EXAMPLES of ARTIFACTS. May 24, ... PRACTICE EXERCISES These examples are taken from.
Date added: June 27, 2014 - Views: 1
playing / the kids / are / outside - 5. she / not / been / here / has - 6. the bathroom / is / upstairs - 7. were / ... Adverbs of frequency are put directly before the main verb. If 'be' is the main verb and there is no auxiliary verb, ...
Date added: January 15, 2014 - Views: 2
USING FREQUENCY ADVERBS WITH BE 1.1 FORM OF SIMPLE PRESENT TENSE a) Affirmative (Positive) Sentences I YOU WE THEY like hamburger. have lunch at 12:00. do exercise every morning. HE SHE IT likes hamburger. has lunch at 12:00. does exercise every morning
Date added: April 28, 2012 - Views: 176
Bilingual Kids Resource Book, English-Spanish, Beginners ... activities and exercises. Bilingual Kids Resource Book, English-Spanish, vol. 1 Thematic, bilingual, reproducible lessons and activities based on Bilingual Songs ... adverbs of frequency, adjectives, punctuation, question words, and ...
Date added: November 12, 2011 - Views: 43
38 Adverbs of frequency (a) always, continually, frequently, occasionally, often, once, twice, periodically, repeatedly, sometimes, usually etc. (b) ever, hardly ever, never, rarely, scarcely ever, seldom A Adverbs in both the above groups are normally placed:
Date added: June 1, 2013 - Views: 111
She exercises. 3. What does Tze Ming do after school? ... Teacher, leave them kids alone ___ All in all it’s just another brick in the wall ___ ... Complete these sentences with adverbs of frequency so that they are true for you. 1.
Date added: September 29, 2012 - Views: 3
... activities and exercises. Bilingual Kids Resource Book, English-Spanish, vol. 1 Thematic, bilingual, reproducible lessons and ... exceptions, the verb ‘estar’, adverbs of frequency, question words, comparative ... reproducible worksheets and exercises based on the lessons taught in ...
Date added: March 5, 2014 - Views: 1
... fun lessons, activities and exercises. Bilingual Kids Resource Book, English-Spanish, vol. 1 Thematic, bilingual, reproducible lessons and activities based on Bilingual Songs ... adverbs of frequency, adjectives, punctuation, question words, and much more! Lessons are enhanced with French ...
Date added: October 25, 2011 - Views: 10
38 Adverbs: frequency and degree I rarely go, I quite often drive, rather good ... 99 Formal and informal English buy vs purchase, kids vs children ... Or, do the exercises first, then read the
Date added: March 14, 2014 - Views: 1
High Frequency Word Second Grade Spanish.pub Polk. Second. Nine. Weeks. . Third. Nine Weeks. . ... Answers to all exercises can be found in the Teacher's Editions. Page 3. Grammar Transparency ... Grade 2 Grammar Worksheets Adverbs Kids Learning. Grammar Worksheet.
Date added: June 19, 2014 - Views: 1
The exercises will be your guide in the learning pro- ... adverbs of frequency (always, often,usually, sometimes, never) in every sentence. ... • Kids aged 12 ..... work if they don’t study. a) can b) can’t c) is
Date added: April 5, 2014 - Views: 1
• In Cosmic Kids 2, the main characters are Alex, Ellie, ... listening exercises) ... and adverbs of frequency Pages 13-15 1b Quiz Page 122 Active Teach Unit 1b Extra Test Grammar and Vocabulary .
Date added: November 8, 2012 - Views: 22
Adverbs of frequency – always, sometimes, often, usually, never, etc. 11. Prepositions of place – between, behind, below, before, beside, etc. ... My school has a big where we can do exercises and play basketball. 4. Cindy cut her finger. It is _____. 5. Would you mind turning the ...
Date added: October 24, 2012 - Views: 34
• In Cosmic Kids 1, the main characters are Alex, ... listening exercises) ... Adverbs of frequency Pages 35-36 Present simple: negative and questions Pages 37-39 Quiz 3b Page 123 Active Teach Unit 3b Extra Test
Date added: December 24, 2012 - Views: 10
adverbs of frequency + word order; word order ingeneral; (to) have to ... *Die letzte Einheit “Great places for kids” kann erfahrungsgemäß aus zeitlichen Gründen nicht bearbeitet werden, ... Exercises Scanning Working with a text Wales
Date added: June 5, 2014 - Views: 1
Read simple high frequency words. Start to write cvc words Continue initial blending of 2, ... class readers or individual graded exercises Composition Grammar and Punctuation Spelling Class Reader ... Tudors for Kids Carol Derbyshire Guided reading scheme Apostrophes, contraction & possession
Date added: September 30, 2013 - Views: 9
focused core exercises ... ADVERBS Anymore Some More Always Never Not PRONOUNS I/I’ve We/We’re You My Mine It PREPOSITIONS OnWas ... Acknowledge that kids are different •Maggie (2 ½ reluctant communicator; developmental delay)
Date added: March 28, 2014 - Views: 1
• Comprehension exercises • Dictations • Matching words to objects ... Exercises involve the student in listening for selected information. The graphics are great. The kids really relate to them. Silver Creek High School Enjoyable ... frequency adverbs questions? 8: I got this on ...
Date added: June 19, 2013 - Views: 2
Adverbs of frequency Introductions ... We don’t want more than six kids F. What do these couples argue or disagree about? G. Are you married or single? What is your ... 9.1 Exercises A. Write the verb Fill the gaps with verbs from the box.
Date added: March 15, 2012 - Views: 7
t Adverbs of frequency usually come before the verb. t However, ... Jake seldom exercises. does Jake exercise C. Work with a partner. ... percent of kids ages 8 to 12 will have them, too. Students in grades 7 through
Date added: February 10, 2014 - Views: 2
Similarly, eye blinks increase in frequency when eyes are exposed to red light and decrease when exposed to blue. This seems consistent with the intuitive feelings about blue being more soothing and red being more arousing.
Date added: October 13, 2012 - Views: 104
... Time For Kids, I can write what I’m thinking. Student writing samples, reading (5.W.1.2) ... Adverbs I can define an ... Frequency Words (#401-600), SpellingCity.com Teacher rubric I can write using correct
Date added: October 29, 2012 - Views: 15
pronunciation exercises, reading, and task-based listen- ... • Adverbs of frequency • Questions • Responses VOCABULARY • Food groups • Food • Money • Groceries ... Kids Suite Programs Kids Essentials Kids Level One Kids Level Two
Date added: May 5, 2013 - Views: 8
Adverbs usually, sometimes 1C A dangerous place 12–13 Let’s hide! Quick! ... adverbs of frequency, comparatives and superlatives 2A You’re spies! 16–17 ... practice exercises for each unit, which the students
Date added: August 3, 2013 - Views: 2
Adverbs of Frequency ... http://www.englisch-hilfen.de/en/exercises/adverbs_of_frequency.htm 3. Parts of Speech: Adverbs (a chart) ... Environmental Kids Club (for foundation, low and high-beginning levels; easy to understand and visually
Date added: October 23, 2011 - Views: 38
http://www.learnenglish.org.uk/kids/antics/monkey.swf ... http://www.myenglishpages.com/site_php_files/grammar-exercise-adverbs-frequency.php ... http://www.englisch-hilfen.de/en/exercises/adjectives_adverbs/adverbs_of_frequency1.htm
Date added: September 9, 2013 - Views: 1
Adverbs of Frequency Word order Hobbys Sport Kleidung Wörter nachschlagen . ... kids Talking about where I live Agreeing / Disagreeing ... Multiple choice exercises A weekend in Wales Describing city/town/countryside
Date added: May 20, 2013 - Views: 2
Pre-Cursive Exercises, p. 46 Cursive Warm-Ups, p. 47 Foundation skills ... Plenty of Frequency 26 Capitals Mnemonic for Great Lakes – HOMES ... Sentences with Adverbs Sentences, Punctuation & More Groups of Nouns Fluency Similes with Like
Date added: May 20, 2013 - Views: 2
adjectives and 3 adverbs in 4/5 targeted language selections/activities. 80% Bi ... Word lists derived from his reading lessons that can be used for speaking exercises. 4. Computer-Assisted Instruction for phonics ... Frequency Anticipated* Duration Speech and Language therapy Speech and ...
Date added: October 12, 2011 - Views: 116
( adverbs and expressions of frequency ) : ˘ˇ ( count and non-count nouns ) : ( can and ... The book has many exercises to help you draw this picture. ... farm kids are too busy with farm work to get into trouble with guns,
Date added: January 10, 2014 - Views: 1
It provides exercises to practice the form and function together. ... Time expressions and adverbs of frequency always, usually, often, sometimes, never, ... A man who_____ whisky and _____ kids can't be all bad. W.С. Fields. 8 SECTION 1 B PRESENT PROGRESSIVE FORM
Date added: February 10, 2014 - Views: 1
Complete the following exercises on sentence combos. Martha'sDeparture 1. ... Practice using Frequency Adverbs Directions: Rewrite each sentence on the line. ... The kids are ready when the school bus arrives.
Date added: December 14, 2013 - Views: 1
... pronouns/referents, then roots and affixes of nouns, verbs, adjectives, adverbs, and so on) before introducing form words (e.g., prepositions, conjunctions, and particles) ... frequency words (~200 per week). ... must always copy complete exercises, ...
Date added: November 10, 2012 - Views: 167
Frequency. 3 Teaching can lead to improvement in deaf children’s awareness of morphemes, ... there were further exercises, board games, ... Adverbs (‘Choose the adverb’ & ‘Does it fit in the sentence?’), Past, ...
Date added: July 30, 2012 - Views: 1
Indonesian For Kids DVD Series Preview DVD Series Preview Years 6 – 8 ... Adverbs PDF Document Years 9 – 10 Adverbs Of Frequency Worksheet Years 9 – 10 ... Object focus exercises Worksheet Years 9 – 12
Date added: August 27, 2013 - Views: 6
Adverbs of frequency normally come before the main ... the kids are wearing tracksuits and baseball caps and brand-new white trainers. A lot of them are ... Exercises 4 – 7 and Train Your Brain to help you. Pets are becoming more
Date added: September 12, 2013 - Views: 2
core will fall on its face if kids are not getting the kind of instruction it will require’ (2013). ... these programs. Even today, word-frequency research is a building block of textbook programs (Steinmetz, ... adverbs. Most words in Wordly Wise 3000 Books
Date added: October 2, 2012 - Views: 9
Clear explanations and extensive practice exercises revise and expand students’ knowledge of grammar High frequency, ... and adverbs Patterns to notice:patterns with comparatives and superlatives Grammar extension: ... kids, knowledge. L is for ...
Date added: May 3, 2013 - Views: 101
,Practice Exercises, Word Wall Harcourt Trophies/Social Studies Big Books Graphic Organizers ... High Frequency Word Cards Wilsons Foundations Letter/Sound Chart ... adverbs and the words they modify, Use adjectives and adverbs correctly,
Date added: June 10, 2014 - Views: 1
To describe frequency: rarely, seldom, frequently, often . ... adverbs Vocabulary: Yet over time... The following (year, step, stage)... For the past... adverbs Example: ... Who were the kids who were standing in the corner of the room.
Date added: October 9, 2013 - Views: 1
particles or adverbs, etc.). Far from letting ELA teachers off the hook, ... through drills and exercises, with the assumption that students ... over especially with high-frequency words or standing expressions.
Date added: February 9, 2014 - Views: 1
specific class of adverbs (e.g. tense adverbs) is an overt manifestation of a distinct functional projection, which in certain languages may also be overtly expressed in ... aspect (frequency) > phasal aspect > (parts of the) STATE OF AFFAIRS
Date added: December 11, 2013 - Views: 2
adjectives and adverbs and plain language. This is compared with the 6 + 1 Traits ... Kids, located at www.sciencenewsforkids.org, and the National Library of Virtual ... exposure variables included frequency of use, but also more qualitative variables:
Date added: November 11, 2012 - Views: 3
adverbs of frequency, word order, have to Interkulturelle Kompetenzen ... Pronunciation exercises z.B. silent letters (S. 71) Grundwortschatz anwenden ... adults and kids, work; wildlife and nature, kinds of music,
Date added: October 22, 2013 - Views: 2
Adverbs (Adv.): quickly, fast, ... Express manner, the attitude or judgment of the speaker, temporal frequency, among other things. ... More exercises at end of chapter:
Date added: June 16, 2013 - Views: 7
... so kids and their parents will enjoy hours of fun ... includes pronouns, adjectives, adverbs, prepositions, conjunctions and verbs. There are also 95 nouns on a separate list. ... to be able to instantly recognize these high frequency words in order to be
Date added: June 20, 2014 - Views: 1
6 Frequency adverbs ... Place-Exercises-With-Pictures (Tomado de detailenglish, pagina visitada el 11-03-2012)) ACTIVITY: Complete the exercise using frequency adverbs . 15 ... http://www.britishcouncil.org/kids-games-little-kids.htm
Date added: September 12, 2013 - Views: 5
... three adverbs of frequency d) two demonstrative pronouns 10. ... When doing anaerobic exercises 14. _____ do not feel second wind often. a) ... an you _____ the kids while I’m away?
Date added: October 31, 2012 - Views: 2
... (very), frequency (often) Comparison of adverbs adverbs with two forms word order Prijedlozi position, direction, time TVORBA RIJEČI derivation ... Kids Say 1. Hamburgers, French fries ... Listen to Kate talking about physical exercises.
Date added: February 8, 2013 - Views: 8


The Origins of Messianic Judaism
Table of Contents:
Part 1: Definitions
Part 2: The Origins of Messianic
Part 4: Messianic Jewish Lifestyle
Part 5: Messianic Judaism and
Part 6: Messianic Terminology
Written by Rabbi David Chernoff, MMI Publishing Co., Havertown, PA.
1. When did Messianic Judaism begin?
Messianic Judaism is actually 2,000 years old, dating back to the time of the Messiah Yeshua. Historically, Yeshua was Jewish. He was raised in a Jewish home and ministered to Jewish people in a Jewish land (Eretz Yisrael). His disciples were Jewish. The apostles were Jewish. The writers of the Brit Hadashah (New Covenant or New Testament) were Jewish, and for a time, the faith was strictly Jewish. Some historians believe that more than one million Jewish people in the first century A.D. believed that Yeshua was the Messiah, both in Israel and outside of Israel (Acts 2:37-42, 4:4, 21:20).
2. If Messianic Judaism was strictly Jewish at first, how did Gentiles come into the faith?
It was always God's will for the Gentile nations to also receive His Salvation (Is. 49:6, 42:6). God told Abraham, that through him all the nations of the earth would be blessed (Gen. 12:1-3). At first, the early Messianic Jews did not understand that this was God's will and proclaimed the Good News of the Messiah only to Jewish people.
Ironically, the big controversy in the first century was not if it was Jewish to believe in Yeshua (naturally it was) but whether Gentiles could come in without having to “become Jewish!” When Messianic Jews finally recognized that God's Salvation was also for the Gentiles, they began to share the Messiah with non-Jews as well as with Jews. As a result, many Gentiles throughout the Roman Empire began to come into this Messianic faith (Acts 15:1-31).
3. How was first century Messianic Judaism “transformed” into Gentile Christianity?
When the early Messianic Jews took the Good News of the Messiah to the Gentiles, a great number were brought into this Messianic faith. By the end of the first century A.D., the number of Gentile believers out-numbered the Jewish believers by a ratio of two to one! This occurred primarily because there were (and still are) more Gentiles in the world than Jewish people.
Through the years, as the number of Gentile believers increased, they began to dominate this Messianic faith. Some Gentile believers, not understanding the Jewish roots of their faith and God's eternal covenant with Israel, wanted to split off and form a separate religion divorced from their Jewish roots (Rom. 11:1-2). This “de-Judaizing process” continued until Gentile Christianity emerged as the dominant representative faith in the Messiah. In one of the greatest paradoxes in history, it became alien for a Jew to believe in Yeshua as his Messiah!
4. When did the early Messianic Jews disappear and why?
Surprisingly, Messianic Judaism continued to flourish well into the seventh century A.D., in spite of the many pressures on the Jews to give up their Messianic faith. First of all, the Rabbis pressured Messianic Jews to relinquish their faith in Yeshua as the Messiah. In addition, Gentile Christianity wanted Messianic Jews to abandon their Jewishness. Finally, in the seventh century A.D. the rise of Islam caused great pressures for Messianic Jews as well. Despite all this, the real reason for the disappearance of early Messianic Judaism was simply that Messianic Jews lost their “vision”. They no longer saw that it was important to remain Jewish after accepting Yeshua. This was because the majority of believers in Yeshua were now members of Gentile Christianity. Consequently, Messianic Jews assimilated completely into the Gentile Christian Church.
5. When did the modern movement of Messianic Judaism begin?
Even though Messianic Judaism, as a distinct movement, faded from the ancient scene in the seventh century A.D., there have always been Jewish believers in the Messiah Yeshua. However, beginning in the early 1800's, ever increasing numbers of Jewish people began to believe in Yeshua as the Messiah. The modern movement came to fruition after 1967 when tens of thousands of Jewish people suddenly accepted Yeshua.
Why 1967? Because that is when Jerusalem came back into Jewish hands in fulfillment of a prophecy given by Yeshua in the Brit Hadashah (Luke 21:24 ). This prophecy indicated that when Jerusalem was restored to the Jewish people God would turn once again to His Jewish people in national salvation. Messianic Judaism is a prophetic movement and a direct result of the outpouring of God's Holy Spirit upon His Chosen People (Hosea 3:4-5; Joel 2:28 -29, Deuteronomy 30:1-3).


After more than 20 years of serving its course on the pace, the satellite caved in on April 30, 2018.
Should we say that the unexpected happened to the pioneering NASA satellite after about 2 decades in space? That would actually not be true, because it is expected that at some point, these space travelling machines would re-enter the earth’s surface.
The Rossi X-ray Timing Explorer (RXTE) satellite was launched into the space in 1995. It took off from the Cape Canaveral Air Force Station in Florida, United States as a property of NASA. The lifting of the satellite was part of a project initially code named XTE. However, in 1996, that is a year after it was launched, NASA decided to change its name. They named it after the deceased Bruno Rossi, who was an MIT astronomer and one of the founding members of the concept of X-ray astronomy and space plasma.
Rossi was actually designed to probe the environments of the black holes and the neutron stars in X-ray wavelengths and offer the information it got about them to the ground monitors. According to Jean Swank, one of NASA’s Goddard Space Flight Center’s emeritus astrophysicists, RXTE specialized in the observation of the X-ray phenomenon with a timing that is very precise and clear. By the time NASA officials were interviewed about the efficiency of RXTE, they posited that it actually achieved and exceeded the original goals for which it was designed. Therefore, it has created a huge legacy in the science world. The last time the RXTE relayed an observation to the ground monitors was on the 4th of January 2012, after which it was decommissioned the day after. This is after the spacecraft has succeeded in making numerous amazing scientific observations that contributed to the development of astronomy in the world.
Why Was the RXTE Necessary?
The explosion of a star in a supernova death results in what is known as a neutron star, which is a core of neutrons that are gummed together. These have the capacity to reduce the very large mass of the sun into an object with the size of a single city. When these stars explode, they also drop residues in form of dense and small black holes.
These neutron stars and black holes also have the capacity to magnet some objects from the stars into their own system. When this happens, an accretion disk is formed. The friction that happens during the process will hit the gas in the orbit to millions of degrees in temperature. The temperature will become so hot that X-rays are omitted. These powerful X-rays spring out when the gas goes inside, and can get to the neutron stars and accretion disks. While this is happening, the signals could take just a few seconds if not milliseconds. But when properly captured, this could be used to decode the content of the disk.
It was in 1997 that the RXTE was able to relay the first information about this process that has been predicted in Einstein’s relativity theory. It also justified the results of studies made by two Australian physicists. From the RXTE, scientists learnt that the same form of X-ray activity is also witnessed by the black holes.
Another task that the RXTE accomplished includes provision of evidence and proof that there is another unknown neutron star, which is named Magnetar. The property of this is that it produces magnetic fields that are thousands of times stronger than what the neutron star produces. This in turn is also a trillion times stronger than what is available on the earth. Its entire findings are documented and offered to visitors at the NASA Goddard’s High Energy Astrophysics Science Archive Research Center. This and many other scientific facts related to satellites were considered at The NASA Space Apps Challenge supported by Max Polyakov.
What Happened to the RXTE after More Than 20 Years In Space?
After more than 20 years of serving its course on the pace, the satellite caved in on April 30, 2018. After decommissioning and retiring the satellite in 2012, NASA put the time for it to fall to the earth between 2014 and 2023. It would be noted that this was launched before NASA devised any guidelines for satellites to re еnter the earth surface to avoid harming people. So, it had a 1 in 1000 chances of harming people during its reentrance. But this did not happen. Rather, it chose the tropics to re enter and burn out without hurting anyone.


Part of the appeal of log home living is that no two log homes are alike. Beyond design, several structural components of log homes
can be constructed in a variety of shapes, sizes and styles. Even the species of wood used in a log home can vary; dozens of wood species are used in homes throughout the country. Let this introduction to the many log home styles be a guide as you begin to develop a log home unique to you – your dream home.
LOG PROFILE STYLES
The timbers cut for a log home can be shaped into one of many profiles. These timbers are stacked horizontally to form the walls of your home. Depending on the log’s profile, these logs can be affixed by any number of spikes, nails or fasteners on the market (your log manufacturer’s construction manual can guide this process). The logs can also be “tongue & groove” where cuts to a log’s bottom edge fit into a protrusion created in a lower log’s top. Some log home manufacturers also use chinking between horizontal logs. Depending upon the manufacturer’s system, chinking can be either functional (seals the air space between logs) or cosmetic. The different profiles are:
1. Square & Rectangular Log
Logs are cut with four square corners. These logs can be uniform in width and height or rectangular.
2. Round Log
Logs are cut circular, with no angles or corners. Round log homes often use thru-bolts for support. Logs cut circular on each end but with a flat top and bottom are often called “round/round” or “double round” logs.
3. Swedish Cope
Logs are cut circular, with a crescent removed from the bottom of the log, so that each log can stack atop another.
Logs are cut with one round side and one flat side for consumers who desire one side of a log wall to have a flat surface while the other retains a rounded edge.
Timbers are debarked by hand and each log retains its natural shape. Handcrafted log homes are built so each log is in a precise location in the home, allowing for maximum stability while retaining a rustic look.
1. Interlocking Corners
Wood is cut from the four sides of a log, recessing an area to lock into the intersecting log and hold both logs rigidly in place in all directions. (Similar to the Lincoln Logs you played with as a child.)
2. Saddle-Notch Corners
Used with the Swedish cope profile, an additional crescent is cut from each log to allow logs from the opposing wall to lock into place at the corner.
3. Dove Tail
A log’s end is cut to produce a fan-shaped wedge. As the logs are stacked, the ends of one wall’s logs lock into the perpendicular logs.
4. Butt & Pass
One log stops where it meets a perpendicular log, which extends past the corner of the home.
5. Corner Post
A vertical post at each corner has a mortise along its length into which the logs lock.
Illustrations courtesy Kuhns Bros. Log Homes Inc., Honest Abe Log Homes and The Original Lincoln Logs, Ltd.


PowerPoint is primarily known as a tool for creating presentations. However, this software also gives you the opportunity to create multiple choice quizzes, one of the most common types of test. Here’s a detailed guide on how to make a quiz in PowerPoint.
Step 1: Create question and answer slides
For this demonstration we will be using PowerPoint 2013.
- Type the title of your quiz in the Title box on the first slide. Ours will be called “Mt. Everest Quiz”.
- In order to create a question, move on to the next slide and type it in the Title box. Note that instead of questions as such, you can use incomplete sentences, phrases, or mathematical equations.
- Try adding an image that will illustrate the question well. To do that, click on the Insert tab and choose Pictures, or simply click the picture icon in the center of your slide.
- Add reply options to your question. Go to the Insert tab and click the Text Box button. Type in the first option, then continue this process in order to add the rest of them.
As a rule, multiple choice tests contain one right answer (also called the key) and three wrong answers (also called distractors). However, you are free to add as many options as you like.
- Compose all question and answer slides for your quiz following the same procedure.
Step 2: Create Feedback Slides
- Add an additional slide after your first question saying that the learner has chosen the right answer. In the Title box enter a congratulatory message: Correct! / That’s right! / Well done!, etc. In the Content box, add a phrase that will encourage students to continue the quiz (e.g. Go to the next question, Continue the Quiz, Let’s move on.)
- Proceed similarly with the wrong answer slide, which will be displayed whenever test takers make a wrong choice. Add another slide and type in the relevant text in the Title Box. This time, however, provide your students with an additional opportunity to go back to the question and try again. So, this is what our wrong answer slide will look like:
We recommend you add helpful information on your feedback slides that explains certain questions and answers in more detail. Also note that there’s no need to add a Try again button after true or false questions, for obvious reasons.
- Repeat the process, adding two feedback slides after every question of your PowerPoint quiz.
Step 3: Add Navigation to Your Quiz
- Now it’s time to link the right and wrong answers to the relevant feedback slides. To do that, click the answer text box, then go to the Insert tab and click Hyperlink. In the open window, choose Place in This Document and then select the necessary “That’s right” or “That’s wrong” slide.
- In order to continue navigation from feedback slides, follow the same procedure to add a hyperlink to the “Continue quiz” text. Once again, you will need to repeat the process for every single slide, because feedback slides should lead to a new question every time.
- To allow learners to go back to the question, open the slide for incorrect answers and click on the “Try again” text. Add a hyperlink to the question where the learner made a mistake. This time, go to the Insert tab and click Actions. In the open window, select Hyperlink to -> Last Slide Viewed.
Test your knowledge on the highest mountain in the world with this quiz that we created in PowerPoint.
Create More Comprehensive Quizzes Faster
As you have seen, making a quiz in PowerPoint may take a while, since you will need to create feedback slides for every single answer, and add navigation between them manually. However, even if the process is difficult, it’s not impossible.
What PowerPoint doesn’t allow you to do is create other types of tests, apart from multiple choice quizzes or hot spot questions (with a single answer). In fact, the e-Learning world is full of a lot more testing options, such as matching questions, multiple response tests, survey and hot spot questions, sequence questions, and many others, including drag-and-drop questions.
Therefore, we’ve enhanced our Mt. Everest Quiz with iSpring Quiz Maker, a simple yet advanced authoring tool that allows authors to choose from 23 types of questions. Such a comprehensive variety helps keep learners engaged in the studying process.
In many situations, knowledge simply cannot be tested by multiple choice quizzes only. There are at least 6 main types of quiz questions to use in your e-courses. For example, tests on history require an understanding of how events evolved in time. That’s why we included a sequence question in our renewed quiz.
Sometimes more than one key answer should be chosen. These multiple response questions cannot be created by means of PowerPoint only. However, we did not discard the idea, and used iSpring QuizMaker for this purpose.
See how to get started with iSpring QuizMaker in a short video tutorial.
Quizzes that Grade Results
There are no tests without assessment; that’s why it’s essential that your quizzes evaluate students’ results. As you have probably noticed, there’s no such possibility in PowerPoint; that’s why we only added a neutral end slide that didn’t indicate whether the quiz has been passed or failed.
On the contrary, the enhanced Mt. Everest Quiz grades learners’ results and shows their score, both during the quiz and at the end.
To make your quiz gradable, all you need to do is to set the Passing score in the Properties window of iSpring QuizMaker.
In iSpring QuizMaker, passing result slides are created by default, so there’s no need to add them manually. At the same time, you can change the slide message according to your personal taste or needs, and add images, audio, and video.
iSpring QuizMaker publishes ready quizzes to HTML5, Flash or Exe formats. Therefore, feel free to share the results of your creative work via the Web, an LMS, or iSpring Cloud.
In order to collect quiz results, you don’t even need an LMS which automatically tracks quiz progress. Simply choose whether to get results via email or have them sent to your server in the iSpring QuizMaker Properties window.
More Amazing Capabilities
Effective e-Learning and e-Testing is all about the details. iSpring QuizMaker provides authors with additional capabilities, such as assigning scores and penalties for individual questions, and shuffling answers to keep students on their toes. You can also set the number of attempts and limit time to answer questions to prevent cheating.
Don’t hesitate to use feedback and branching as well to adapt your quiz to each particular learner. For example, link incorrect answers to additional information slides, and link right answers to new questions.
A well-designed quiz can be a tool of teaching, not just measurement. Learn these 5 secrets to creating quizzes that are learning opportunities.
While making a quiz in PowerPoint is an option, its functionality is limited, and it can be very difficult to author. With this classic software you can use multiple choice and hot spot questions. However, to author an interactive test that really tests students’ knowledge, more innovative software is required. Don’t hesitate to try iSpring QuizMaker for free to create comprehensive and engaging quizzes right away.


Polycrystalline lead sulfide detectors (PbS) detect infrared radiation in the wavelength range between 1 µm and 3.3 µm.
PbS detectors exhibit a higher sensitivity than PbSe detectors, by more than one order of magnitude; however, the time constant is longer. The IV-VI semiconductor PbS is a photodetector that reacts to incident IR radiation and changes its electrical resistance.
These detectors are used especially when large-area detectors are required because they are significantly less expensive than comparable InGaAs detectors. The typical chip size of LASER COMPONENTS’ standard detectors is 2 mm x 2 mm. Other configurations are also available upon request.
The fields of application are manifold, examples of which include:
- Temperature sensors – pyrometers
- Flame and spark detectors
- Moisture sensors
- Measurement of coatings and oil films
The standard size of detector elements in our lead sulfide series is 2 mm x 2 mm. Other sizes, as well as elements with Peltier cooling, are also available upon request.
Compared to InGaAs detectors, PbS elements, especially large-area designs, are available at a lower price and are thus still relevant.
- PbS Lead Sulfide Infrared Detectors PB25 (PDF, 85.3 KB)
- PbS Lead Sulfide Infrared TE Cooled Detector PB27 (PDF, 82.4 KB)
- PbS Lead Sulfide Infrared TE Ultimate Cooled Detector PB30 (PDF, 79.9 KB)


GET A QUOTE: firstname.lastname@example.org 1-866-625-8620 M-F 8-5 PT
"It's a bitterly cold and gloomy day in Chicago's Millennium Park - but once you step inside the LumenHAUS, you are transported to a space of light and warmth." CWS reporter Chanel Taylor caught up with LumenHAUS in Chicago at the GreenBuild Convention. LumenHAUS is the zero-energy house developed by Virginia Tech. Originally entered in the 2009 US Solar Decathlon, the house went on to win at the 2010 Solar Decathlon Europe.
Explaining the concept of "Responsive Architecture," student Greg Catron, describes how LumenHAUS utilizes an Orion Weather Station to inform every aspect of the climate and energy use of the house. The Orion station provides the current weather conditions to a computer or iPhone to keep the house running at optimal comfort and at highest energy efficiency.
"Responsive architecture is one of our main goals with this house," says Catron. "The whole point of the house is to get this technology out there. A lot of people don't know how to use this technology. So we want to make it so the house can do it on its own -- respond to the weather outside."
Robert Schubert, Associate Dean of Research, College of Architecture and Urban Studies, elaborates, "Weather station information is used for monitoring outside conditions, as well as taking reactive and anticipatory actions." Such actions might include closing shades and insulating panels based on temperature and/or wind conditions.
In its write-up on LumenHAUS as Building of the Week, American-Architects.com confirms, "Responsive Architecture optimizes energy use by adapting to changing environmental conditions while increasing the quality of space."
2009 Solar Decathlon
Times Square New Years Eve
June 2010 1st place at Solar Decathlon Europe in Madrid
November 2010 it was featured at in Chicago at the GreenBuild Convention
April 2011 GreenBuildingFocus Conference and Expo in Charlotte, NC
April - July 2011 Inspired by the pavilion-style architecture of the historic Farnsworth House by Ludwig Mies van der Rohe, LumenHAUS displayed on its property near Plano, Ill.
For More Information:
More photos on Flickr


PAIN AND RECOVERY – How our beliefs about pain influence our recovery?
Unfortunately the aches and pains many of us suffer are associated with medical conditions, disability, injuries, or surgery. Pain is a source of stress and can be debilitating and emotionally hard to cope with. Why is it that some people suffering pain can maintain a high quality of life despite ongoing discomfort while others do less well physically and emotionally? Research is shedding more light on what factors mitigate pain-related impacts on day-to day life.
For a variety of reasons some of us are psychologically more resilient than others. Resilience refers to how well a person deals with and bounces back from the difficulties of life. Resilient people possess more positive beliefs and cope with stress more effectively. This resiliency is apparent in treatment as more positive beliefs and attitudes about pain and its impact upon them.
Resilient people also tend to possess a greater sense of self-efficacy. Self-efficacy a fancy term that refers to how much someone believes in her capability to influence life events. Self-efficacy beliefs determine how we feel, think, motivate ourselves and behave. People with positive beliefs and greater self-efficacy mange their physical and emotional distress in more healthy ways. They also cope better with the emotional impact many suffer after injury, surgery, or living with a chronic health condition. The loss of physical capacity, or a significant role in life, or the loss of self-esteem can be significant. The emotional impacts are significant and can result in anxiety, depression, feeling of grief, and anger. Coping with feelings like these is an additional challenge which can make it even harder to find the resiliency needed to cope well with and get through the challenges of the physical rehabilitation.
The good news is that it is possible to learn how to become more resilient. These are the top ten techniques that improve resiliency;
Find and nurture a sense of purpose
Build positive beliefs in your abilities
Develop a strong social network
Build optimism and positive thinking
Develop your problem-solving skills
Take action to solve problems
Keep working on your skills
There are many self-help books and online resources available to support anyone to work on their resiliency. Life coaches and psychologists offer expertise to support building resiliency.
Keith Donaghy, M.Sc.


Crabby Monday - Bone Crushers
Welcome to the second Tides and Trails installment of Crabby Monday!
Pacific shores are stalked by the Pacific Rock Crab, Cancer antennarius, pictured here, and by its close relative, the Red Rock Crab, Cancer productus. Both species are denizens of the intertidal and shallow subtidal zones. Like many crab species, rock crabs are opportunistic and eat dead material along with a wide range of live animals: mussels, barnacles, snails, other crabs.
The robust pinchers of rock crabs tear through neoprene gloves and rip through human skin—it’s even said they can break a human finger. I haven’t met anyone who’s had a digit cracked by a crab, but I keep the power of their pinchers in mind when I rake my hands through kelp and probe rock crevices with my fingers while searching for tidepool creatures.
When the tide is out, rock crabs burrow in sand near seaweed and rocks to hide from seagulls. A rock crab’s bone-crushing power offers little protection from agile gulls that dodge a crab’s flailing pincers. When seagulls find a crab, they flip it onto its back and pierce its belly armor with quick jabs of their bills. A crab that a few minutes earlier may have cracked open a snail shell to eat the living creature within is in turn devoured alive by gulls. Maybe this is where the term "crabby" originated?
Though adult rock crabs are a uniform reddish brown, juveniles display a staggering variety of colors and patterns. The reason for this color polymorphism of juvenile rock crabs is an open question—one of many mysteries marine biologists are trying to solve. By tackling specific problems like why color polymorphism exists in juvenile rock crabs, science moves toward answering some of the largest questions of all: How did life arise and evolve in the oceans, and which forms of life will survive in the world’s changing seas?


The history of Seretse Khama is emblematic to understand the path that led the country towards independence, inevitably co-star in this story is a woman: Ruth Williams.
The love story between Bechuana's heir to the throne, Botswana today, Seretse Khama, and Lloyd's insurance agent Ruth Williams is an extraordinary story that very few people know, even in the country of origin of the one who was the last heir to the throne and the first president of the Republic.
It was 1947, Europe had just emerged from the Second World War, law student Seretse Khama, heir to the Botswana throne, meets a Ruth Williams white Lloyd's London employee, and their love at first sight pushes them quickly towards the wedding.
But their interracial union met with the opposition of their families and the South African government, who at that time adopted the rigid regime of apartheid, and was therefore intolerant towards the possibility that the future king of Botswana could be married to a white woman.
The British government as well strongly opposed to this union because of threats from South Africa to deny access to its uranium and gold resources and to invade Botswana.
Seretse is therefore forced to exile from his land and to the separation from his beloved Ruth, who was alone and pregnant in a hostile Botswana.
But in spite of all, the bond between Seretse and Ruth did not waver and became the basis of a battle fought in the name of love, equality and independence.


and explain why they are the best
Urban schools analysis is the practice of examining data related to the performance of students in urban areas in order to determine the overall educational achievement of these students The practice is used to assess the success of different educational policies and initiatives by examining how well students in certain areas are performing academically It is also used to make informed decisions about what types of policies and programs should be implemented in order to improve educational outcomes for students in these areas.
One of the most interesting essay topics in the area of urban schools analysis is the examination of whether or not school choice has a positive or negative impact on student achievement. School choice is a controversial topic in education, as it essentially allows parents to choose which school their child will attend, regardless of the location of the school. Some critics argue that school choice will result in the “creaming” of the best performing students, while others argue that it will provide more opportunities to students from low-income areas, which may lead to greater educational success. This is a very interesting essay topic because it allows for a discussion on a variety of factors that can influence student achievement, such as demographics, school resources, and even socio-economic status.
Another great essay topic is a comparison of the educational outcomes of the public school system versus charter schools. Charter schools are publicly funded schools that are allowed to operate independently of the state. While public school systems must comply with certain educational regulations set forth by the state, charter schools typically have more freedom to implement innovative educational methods. This essay topic allows for a thorough examination of how different educational models and strategies can impact student achievement.
A third fascinating essay topic is the exploration of the relationship between housing policy and educational achievement. This topic is particularly interesting since housing policy can have a huge impact on the educational opportunities that different students have access to. Specifically, this essay could look at how housing policies can limit or expand access to certain educational resources, and how this could affect the performance of students in urban areas.
The fourth interesting essay topic is analyzing the effects of cultural background on student achievement. This is a very important topic because the culture of a city and neighborhood can have a large impact on the educational outcomes of students. This essay could examine how racism, poverty, and other structural issues can affect a student’s ability to learn and achieve in an urban school setting.
Finally, a fifth great essay topic is examining the impact of technology on student achievement. With the ever-increasing presence of technology in our everyday lives, it is interesting to examine how this affects student learning in urban schools. This essay could look at how technology can be used as a learning tool, or how it can be used to create new educational models that may provide greater success to students in urban areas.
In conclusion, there are many interesting essay topics related to urban schools analysis that students can explore. These topics range from the examination of school choice, to the comparison of public school systems versus charter schools, to the role of culture and technology on student achievement. By exploring these topics, students can gain a greater understanding of the complex factors that influence educational outcomes for students in urban areas.


Via Wheelie Catholic:
Number of people who have some level of disability. They represent 18 percent of the population.
Number of people with a severe disability. They represent 12 percent of the population.
Percentage of children ages 6 to 14 who have a disability. This amounts to 4 million children.
Percentage of people 80 and older with disabilities, the highest of any age group.
Percentage of females with a disability, higher than the 17 percent of males. On the other hand, among children under 15, boys were more likely than girls to have a disability (11 percent versus 6 percent).
Using or Needing Assistance
Number of people age 6 and older who need personal assistance with one or more activities of daily living (such as taking a bath or shower) or instrumental activities of daily living (such as using the telephone). This group amounts to 4 percent of people in this age category.
Number of people age 15 and older who use a wheelchair. Another 9.1 million use an ambulatory aid such as a cane, crutches or walker.
Number of people age 15 and older who report being unable to see.
Number of people age 15 and older who report being unable to hear.
Number of people age 15 and older who have some difficulty having their speech understood by others. Of this number, 610,000 were unable to have their speech understood at all.
Number of people with limitations in cognitive functioning or a mental or emotional illness that interferes with their daily activities. This includes those with Alzheimer’s disease, depression and mental retardation. This group comprises 6 percent of the population.
On the Job
Number of 16- to 64-year-olds who reported the presence of a medical condition that makes it difficult to find a job or remain employed. They comprise 6 percent of the population.
Percentage of people ages 21 to 64 having some type of disability and also employed in the last year. The rate ranged from 82 percent of those with a nonsevere disability to 43 percent with a severe disability. For those without a disability, the rate is 88 percent.
Percentage of people with a nonsevere disability who work full time, year-round. This compares to 53 percent without a disability and 13 percent with a severe disability.
Perceived Health Status
Percentage of people ages 25 to 64 who have a nonsevere disability and report their health as being “very good” or “excellent.” This compares with 13 percent of those with a severe disability and 73 percent of those without a disability.
Income and Poverty
Median earnings for people with a nonsevere disability. This compares to $25,000 for those with no disability and $12,800 for those with a severe disability.
Percentage of people with a nonsevere disability and household incomes of $80,000 or more. By comparison, 26 percent of people without a disability had household incomes of $80,000 or more with the same being true of 9 percent of those with a severe one.
The poverty rate for people ages 25 to 64 with a nonsevere disability. This compares to 26 percent for those with a severe disability and 8 percent of those without a disability.
Percentage of people ages 25 to 64 with a nonsevere disability who live in married-couple families. The corresponding rates are 68 percent for those without disabilities and 50 percent for people with severe disabilities.
Percentage of people with a nonsevere disability who live alone or with nonrelatives. This compares with 28 percent of those with a severe disability and 19 percent without a disability.
The percentage of people ages 25 to 64 who had a nonsevere disability and were college graduates. This compares with 43 percent with no disability and 22 percent with a severe disability.
36% and 29%
Percentages of people ages 15 to 64 with a severe disability who use a computer and the Internet at home, respectively. The respective figures for those without a disability are 61 percent and 51 percent.
Serving Our Nation
Number of veterans who received compensation for service-related disabilities as of 2004. Of these vets, 506,000 served in World War II; 237,000 in Korea; 1 million in Vietnam; and 540,000 in the Persian Gulf (the data cover service from Aug. 2, 1990, to Sept. 30, 2004).
See Table 513 at http://www.census.gov/prod/www/statistical-abstract.html


Swedish crafts are beautiful and light up any ambience with their stunning and striking designs and colors. Read our guide below for more facts and information on handicrafts from Sweden...
Swedish crafts have a history that dates back to ancient times, but have maintained their glory and fame to date. Swedish culture has been resplendent with porous borders, lovely handicrafts, weaving, linen and hand-woven cloth that have also influenced the global market to a very large extent.
Swedish Heart for Christmas
Swedish Heart made by woven paper is one of the most popular Christmas traditional decorations. They are basically paper bags that children use to fill up with lots of Christmas goodies. Referred to as “Jhärtkorgar” in Swedish, these bags are very easy to make and look lovely too. You may deck up the Christmas tree with these beautiful bags and let your kids try their hand at making them.
Dala wooden horses and roosters
It is believed that the origin of this Swedish craft dates back to 1700’s in the province of Dalarna. This is a genuine Swedish craft that is representative of Sweden and very much in demand by people visiting Sweden. After the display of the Dala Horse in the Paris Exposition during the 19th century, it became renowned internationally as the “Swedish Dala Horse”.
Exquisite hand-painted designs and paintings are displayed on the Dala Horse that is unique, inimitable and rich. All these facets of this Swedish craft have made it the most renowned craft in demand in Europe. The making of the Dala Horse is a family tradition that has been passed over from generation to generation and is today the most vibrant and irreplaceable part of Swedish culture. The horses are especially carved by the men at the village in their homes and then colored by the skilled artists before being sold in the market. The wood used is not any ordinary wood but is special and has unique qualities. Initially the horse was red in color, but to cater to the widening demand now it is available in many colors.
Swedish paper chains
Swedish paper chains are a beautiful decoration for your Christmas trees. They are generally made in silver and gold with paper-backed foil paper. They can be made by kids at home with slight adult supervision.
Swedish Crafts, Lindsborg
In business since 1948, Swedish Crafts is renowned for importing and exporting Swedish crafts and North-European crafts from Lindsborg across the entire globe. Their USP is the exquisite collection of handicrafts that are classy, unique and the perfect gift items for close friends and family as well as the best gift you give yourself. They manage their sales through retailing as well as via mail-order.


Wooden windows? Wood, not for the frame but for the transparent part, instead of glass? Yes, modern research has shown that we can make transparent wood with a relatively benign chemical treatment. A new application for this biobased material! Windows made from transparent wood are good insulators – interesting because glass is not good at this job.
Researchers from the University of Maryland published on this new opportunity last month in ScienceAdvances. We learned about their work through an article in The Conversation. Why would someone consider wood as a material for windows? Because wooden windows can be made thin, transparent and lightweight, and because the material is strong; moreover, because of its insulating properties, the material allows energy efficient constructions. Glass is very transparent, but it is a bad insulator. That’s why we need double glazing. Wood on the other hand is a good insulator but not transparent – until recently.
In recent years, researchers have succeeded in making wood transparent. That is interesting. For, as one article notes, wood is characterized by ‘its renewable and abundant origin, interesting optical properties, outstanding mechanical performance, low density, low thermal conductivity, and great potential for multifunctionalization.’ Wood has very good mechanical properties, even when it is thin. Wooden windows would make a sustainable solution. But until quite recently, methods for making transparent wood were quite energy intensive; and they used harmful chemicals. The article in ScienceAdvances now shows a more sustainable chemical method for making wooden windows.
The main components of wood are cellulose and lignin. Lignin absorbs light mainly in its ‘chromophores’. These are chemical structures that absorb light (that’s why wood is non-transparent) and lend wood its brownish colour. Cellulose mainly consists of hollow tubes, that scatter light and add to the non-transparent properties of ordinary wood. In earlier work, researchers tried to remove the lignin completely, and replace this with some sort of resin. But lignin removal requires harmful chemicals and it weakens the material. The University of Maryland researchers have shown now that lignin removal isn’t necessary. Instead, they brush hydrogen peroxide (H2O2) on the wood, quite like when bleaching paper pulp. This substance penetrates into the wood and changes the structure of the chromophores, so they no longer absorb light. Then they expose the wood to UV light; this finishes the work of hydrogen peroxide, turning wood to become white. Finally, they infiltrate the wood with a special epoxy, that fills the cavities in the cellulose tubes. These now no longer scatter the light. This results in a transparent material that still has the original mechanical properties of wood.
Once we accept that we can make transparent wooden windows, it is tempting to fantasize what else we can do with this technique. We could treat larger pieces of material for interesting construction effects. We could paint patterns in our wooden windows, for instance for indoor applications. This new technique could open up a whole new area of applications. Needless to say however, that we have only discussed research so far; industrial application may take some time to develop. As the author of the article in The Conversation notes: ‘Further work needs to be done to optimise the reaction with wood, and to incorporate it into an industrially automated process. But one day, in the future, you might be sitting in a home or working in a building with wooden windows.’