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Photo: uScore Netball
1. What is the best way to teach netta juniors how to shoot?
A fun netball drill to teach young ones how to shoot, involves using the popular B.E.E.F. acronym. Start by teaching the actions first without the ball and then, once they have mastered the steps add the ball.
B is for balance
Feet are shoulder width apart. You might like to use a visual aid on the ground to encourage players to spread their feet should width apart. And always ensure that the feet are pointing to the post – many will have pigeon toes pointing in or out.
E is for eyes
They should imagine there is a witches hat sitting above the ring and aim for the point of the hat so the ball DROPS through the ring.
E is for elbow
Ensure that the arm is extended close to the ear with the elbow facing the ring. When the ball is taken back before releasing the ball, the elbow must remain facing the ring and not move out to the side. This ensures accuracy of the shot always. You can use the analogy that the straight arm holding the ball is up against the ear to block out all the yelling.
F is for follow through
Encourage a small flick of the wrist to "say goodbye" to the ball or "knock the fairy."
2. How to teach netball positions to players who have never played before
Play a game that involves players running to different positions on the court when you call them out. After that, play a game that is "Find Your Position." Games like these will help them to learn the positions and areas of the court.
3. How to teach young players not to step
If you find that there are players who constantly step during a game, check their balance. It might be a sign that they haven't properly learnt how to ground their landing foot. Netball Drills which involve learning to catch the ball in the air, land, rebalance and then pass are worth doing and should be done slowly and methodically at first until the technique is firmly entrenched in their minds.
For younger players, the ICE-CREAM technique is fun and effective but first, start without the ball and get the kids to practice their feet.
Get your players to line up along the base line and ask them to run and when you blow the whistle, they have to give a low leaping jump (just as if they're leaping over a puddle) and land on one foot with knees slightly bent. The players must call out "ICE" when they land the grounded foot. Then, the kids must pivot on the grounded foot "ICE" and say "CREAM." This will help to reinforce that the first foot is the one to stay on the ground.
Do this a few times, then once this has been mastered, give the players a ball to practice with – have them gently throw it into the air and catch it – concentrating on what their feet were doing and saying "ICE CREAM" to match their feet.
4. How to teach basic pass and catch skills
Begin with small bean bags. Stand the players in a circle and pass a small bean bag to the player on their right hand side. Once that is done change directions, all the while encourage them to throw at chest height. Once they have mastered that introduce the ball and make sure the distance between the players when they pass isn't too big, get them to learn accuracy first to give them time to develop strength in their passing.
5. How to teach basic movement
Have all players stand on the base line. As coach, stand in the middle of the court facing the team. Call out instructions for what movement you want the players to do (e.g. run left, right, jump, forward, back or down – touch the ground).
6. How to stop over crowding
Young players like to run for the ball like sea gulls to hot chips so to avoid over crowding teach the team a "clear out" drill. When this is called, players need to look around and spread out (find their own space). Once they have space between them and the one with the ball, they need to take run in for the pass when their name is called by the one with the ball.
7. How to help prevent players passing to the other team
Young players have a lot to remember in their first few games of netball so be patient and encouraging.
For the Netta juniors, at training put half the team in bibs & other half not. One at a time get a team member to stand about 5 metres away from the team. They must be holding the ball ready to pass with their back to the rest of the team. Mean while the rest of the team is moving back and forth (left & right) about 5 metres away. The person with the ball turns (on a signal) to pass the ball to someone in a bib (or without, your call). This is repeated 5 times for each team member or those with the problem. Please note, no effort should be made by others to block the ball at this stage. Doing this at practice and then shortly before the game can help them remember.
You should also encourage some communication on court – ask that the players call each others names out before they pass.
8. How to teach netta players how to defend
Try the "shadow defending drill." This is where 2 players stand together facing each other, one player is to make the moves while the other player is to copy the movement. Once they have gotten used to this, change it up and have both players face the same direction.
The one in front will remain as the shadow while the one behind will be the mover. This builds defending skills for following their opposition players on court and to stay in a front as a defending position using their peripheral vision to follow opposition player.
We hope you find these 8 netball drills useful. Feel free to sign up for our newsletter below for more great tips!


Puzzle Game for Dogs and Cats, Flower
Calling all Proud Pawrents! You think your dog is smarter than mine?
Take on the challenge. Let's play a Puzzle Game for pets!
Dimensions: 15"x13"x3"
Dog's flower is our other design in disk-shaped puzzles line, that aims to raise curiosity of your pet with circular object. Ten cylinders placed inside of two levels of wooden platforms require first removal of them from their designated spaces. Then the dog needs to spin flower-shaped platform in order to get to more treats awaiting him underneath. As with Birthday Cake puzzle, the parent can regulate the difficulty level from 1 paw to 4 paws by adding or subtracting the cylinders. May this "flower" brighten every day of your dog's life!
Here's how it works:
1. Encourage verbally your dog to seek the treats hidden inside of the puzzle.
2. The treat will be found under the "cylinder" by knocking it down with a paw or a nose and in case of the "hat" by moving it in its track to the position where the "hat" can be lifted revealing the treat. Additional drawers can be opened by pulling on the string attached to them.
3. Do praise the dog each time he/she solves the task - this motivates them to play as much as the smell of their favorite treat.
 - Since it is quite difficult game to play, we suggest you start to use it with only one tile blocked with two "cylinders". Gradually, as she or he learns how to move the parts add additional tile and "cylinders" to increase the level of difficulty. As with any interactive puzzle make sure to stay all the time with your dog while he is solving it, being an active witness to his achievement.
 - Play with your pet and encourage him to solve the task. Stay calm, be patient and continue to explain the game to your pet until he understands it.
 - Do not let your dog play unsupervised and intervene when he starts to bite the game. Cats can play with the puzzle on its own.
 - A few days break from playing with other games from My Intelligent Dogs® games collection will let your dog enjoy puzzle games anew each time you give it to him.
Playing this game together will sure strengthen emotional bond between you and your pussycat and provide physical activity necessary to ensure your pet's health and wellbeing.
How to measure your dog
Measure neck size for collars
(Do not measure old collar.)
Measure girth for harness / apparel
Then choose the gear that matches your measurements.
Measure torso for apparel
Choose the apparel that matches your measurements.
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21st March: World Poetry Day
Poetry reminds us that no barriers exist between humans, when hearts beat as one. With the celebration of World Poetry Day, UNESCO reaffirms the power of poetry in capturing the creative spirit of the human mind and its being an essential artistic expression, which allows our societies to regain and assert their identities.


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This page summarizes information about AP ID labels and answer sheets. For complete information, review the "AP ID Labels and the Answer Sheet" section in the AP Coordinator's Manual, Part 2, available later this year.
AP ID Labels
When students provide their registration information in My AP when first enrolling in a class section, each student is assigned a unique, alphanumeric code known as an AP ID.
A personalized AP ID label sheet is shipped for each student included in your school's AP Exam order.
Students place AP ID labels on their paper exam materials, connecting their materials with the registration information they've provided. Once an AP ID is assigned to a student, it remains their AP ID every year they take an AP course or exam. Students will receive a new AP ID label sheet with their AP ID each year they take AP Exams.
For AP Chinese and AP Japanese Exams, students don't place their labels on anything because the entire exam is administered online, but they'll need to refer to their AP ID label sheet so they can enter their AP ID on the student information screen at the beginning of the exam.
For AP 2-D Art and Design and AP Drawing, students place their AP ID label on the back of their physical artworks before mailing them to the AP Program. AP Art and Design students also enter their AP ID in the digital submission web application before forwarding their digital portfolio to their AP teacher.
The AP ID labels arrive in the spring in separate shipment from the AP Exams.
The AP Program can't guarantee AP ID labels can be produced for students added to your exam order after March 15. If a student doesn't have an AP ID label sheet, they'll need to write their AP ID on their answer sheet and other exam materials.
Answer sheets are sent in your exam shipments. The answer sheet is a single page, double sided.

source: openbmb/Ultra-FineWeb


text:
.
The system implicitly defines a constructor function called the attribute value constructor for all object types with attributes. The attribute value constructor can be used to initialize the attributes of the object. Opaque types do not have attributes and therefore do not have attribute value constructors. However, opaque types can have constructor functions, and many system-defined opaque types, such as XMLTYPE, do have them.
"Transient and Generic Types" for information about
The attribute-value constructor is convenient to use because it already exists. But user-defined constructors have some important advantages over the attribute-value one with respect to type evolution.
"Constructor Methods",, for general information about constructors
With the attribute-value constructor, you must pass the constructor a value for each attribute of the type, to set the attributes of the new object instance to those values.
CREATE TYPE shape AS OBJECT ( name VARCHAR2(30), area NUMBER ); -- Attribute value constructor: Sets instance attributes -- to the specified values INSERT INTO building_blocks VALUES ( NEW shape('my_shape', 4) );
NEW preceding a call to a constructor is optional but recommended.
The system-supplied constructor function saves you the trouble of defining your own constructors for a type. However, if you use an attribute-value constructor to create and initialize an instance, you must supply a value for every attribute declared in the type. Otherwise the constructor call will fail to compile.
This requirement of an attribute-value constructor can create a problem if you evolve the type later on--by adding an attribute, for example. When you change the attributes of a type, the type's attribute-value constructor changes, too. If you add an attribute, the updated attribute-value constructor expects a value for the new attribute as well as the old ones. As a result, all the attribute-value constructor calls in your existing code, where values for only the old number of attributes are supplied, will fail to compile.
User-defined constructors avoid the problem with the attribute-value constructor because user-defined constructors do not need to explicitly set a value for every attribute of a type. A user-defined constructor can have any number of arguments, of any type, and these do not need to map directly to type attributes. In your definition of the constructor, you can initialize the attributes to any appropriate values. Any attributes for which you do not supply values are initialized by the system to
If you evolve a type--for example, by adding an attribute--calls to user-defined constructors for the type do not need to be changed. User-defined constructors, like ordinary methods, are not automatically modified when the type evolves, so the call signature of a user-defined constructor remains the same. You may, however, need to change the definition of the constructor if you do not want the new attribute to be initialized to
You define user-defined constructors in the type body, like an ordinary method function. You introduce the declaration and the definition with the phrase
CONSTRUCTOR FUNCTION; you must also use the clause
RETURN SELF AS RESULT.
A constructor for a type must have the same name as the type. The following code defines two constructor functions for the
shape type. As the example shows, you can overload user-defined constructors by defining multiple versions with different signatures:
CREATE OR REPLACE TYPE shape AS OBJECT ( name VARCHAR2(30), area NUMBER, CONSTRUCTOR FUNCTION shape(name VARCHAR2) RETURN SELF AS RESULT, CONSTRUCTOR FUNCTION shape(name VARCHAR2, area NUMBER) RETURN SELF AS RESULT ) NOT FINAL; CREATE OR REPLACE TYPE BODY shape IS CONSTRUCTOR FUNCTION shape(name VARCHAR2) RETURN SELF AS RESULT IS BEGIN SELF.name := name; SELF.area := 0; return; END; CONSTRUCTOR FUNCTION shape(name VARCHAR2, area NUMBER) RETURN shape SELF AS RESULT IS BEGIN SELF.name := name; SELF.area := area; return; END; END;
A user-defined constructor has an implicit first parameter
SELF. Specifying this parameter in the declaration of a user-defined constructor is optional. If you do specify it, its mode must be declared to be
The required clause
RETURN SELF AS RESULT ensures that the most specific type of the instance being returned is the same as the most specific type of the
SELF argument. For example, if the most specific type of the
SELF argument on a call to the
shape constructor is
shape, then this clause ensures that the
shape constructor returns an instance of
shape (not an instance of a subtype of
When a constructor function is called, the system initializes the attributes of the
SELF argument to
NULL. Names of attributes subsequently initialized in the function body may be qualified with
SELF, as shown in the preceding example, to distinguish them from the names of the arguments of the constructor function, if these are the same. If the argument names are different, no such qualification is necessary. For example:
The function body must include an explicit
return; as shown. The return keyword must not be followed by a
return expression. The system automatically returns the newly constructed
A user-defined constructor may be implemented in PL/SQL, C, or Java.
Like other type methods, user-defined constructors can be overloaded.
User-defined constructors are not inherited, so they cannot be overridden. However, a user-defined constructor does hide, and thus supersede, an attribute-value constructor if the signature of the user-defined constructor exactly matches the signature of the attribute-value constructor. For the signatures to match, the names and types of the parameters (after the implicit
SELF parameter) of the user-defined constructor must be the same as the names and types of the type's attributes. The mode of each of the user-defined constructor's parameters (after the implicit
SELF parameter) must be
If an attribute-value constructor is not hidden by a user-defined constructor having the same name and signature, the attribute-value constructor can still be called.
Note that, if you evolve a type--for example, by adding an attribute--the signature of the type's attribute-value constructor changes accordingly. This can cause a formerly hidden attribute-value constructor to become usable again.
A user-defined constructor is called like any other function. You can use a user-defined constructor anywhere you can use an ordinary function.
SELF argument is passed in implicitly and may not be passed in explicitly. In other words, usages like the following are not allowed:
A user-defined constructor cannot occur in the
DEFAULT clause of a CREATE or ALTER TABLE statement, but an attribute-value constructor can. The arguments to the attribute-value constructor must not contain references to PL/SQL functions or to other columns, including the pseudocolumns
ROWNUM, or to date constants that are not fully specified. The same is true for check constraint expressions: an attribute-value constructor can be used as part of check constraint expressions while creating or altering a table, but a user-defined constructor cannot.
Parentheses are required in SQL even for constructor calls that have no arguments. For example:
In PL/SQL, parentheses are optional when invoking a zero-argument constructor. They do, however, make it more obvious that the constructor call is a function call.
The following PL/SQL example omits parentheses in the constructor call to create a new shape:
NEW keyword and the schema name are optional.
CREATE OR REPLACE TYPE rectangle UNDER shape ( length NUMBER, breadth NUMBER, CONSTRUCTOR FUNCTION rectangle( name VARCHAR2, length NUMBER, breadth NUMBER ) RETURN SELF as RESULT ); CREATE OR REPLACE TYPE BODY rectangle IS CONSTRUCTOR FUNCTION rectangle( name VARCHAR2, length NUMBER, breadth NUMBER ) RETURN SELF AS RESULT IS BEGIN SELF.name := name; SELF.area := length*breadth; SELF.length := length; SELF.breadth := breadth; RETURN ; END; END; INSERT INTO rectangle_table SELECT NEW rectangle(s.name, s.length, s.breadth) FROM square_table s; UPDATE rectangle_table SET rec = NEW rectangle('Quad', 12, 5) WHERE rec IS NULL;
A SQLJ object type is a SQL object type mapped to a Java class. A SQLJ object type has an attribute-value constructor. It can also have user-defined constructors that are mapped to constructors in the referenced Java class.
CREATE TYPE address AS OBJECT EXTERNAL NAME 'university.address' LANGUAGE JAVA USING SQLData ( street VARCHAR2(100) EXTERNAL NAME'street', city VARCHAR2(50) EXTERNAL NAME 'city', state VARCHAR2(50) EXTERNAL NAME'state', zip_code number EXTERNAL NAME 'zipCode', CONSTRUCTOR FUNCTION address (full_address VARCHAR) EXTERNAL NAME 'address (java.lang.String)', );
A SQLJ type of a serialized representation can have only a user-defined constructor. The internal representation of an object of SQLJ type is opaque to SQL, so an attribute-value constructor is not possible for a SQLJ type.
The following sections introduce tips and techniques for using OCI effectively by showing common operations performed by an OCI program that uses objects.
To enable object manipulation, the OCI program must be initialized in object mode. The following OCI code initializes a program in object mode:
When the program is initialized in object mode, the object cache is initialized. Memory for the cache is not allocated at this time; instead, it is allocated only on demand.
The LNOCIObjectNew() function creates transient or persistent objects. A transient object's lifetime is the duration of the session in which it was created. A persistent object is an object that is stored in an object table in the database. The LNOCIObjectNew() function returns a pointer to the object created in the cache, and the application should initialize the new object by setting the attribute values directly. The object is not created in the database yet; it will be created and stored in the database when it is flushed from the cache.
When LNOCIObjectNew() creates an object in the cache, it sets all the attributes to
NULL. The attribute null indicator information is recorded in the parallel null indicator structure. If the application sets the attribute values, but fails to set


Structural/ propulsion instability
Pogo Analysis: Complex Dynamic Interactions in Rockets
Crean and Associates subject matter experts perform pogo analysis of 1st and 2nd stages of new Launch rockets. Pogo is a behavior that occurs due to coupling of a liquid fueled vehicle's propellant feedline modes of vibration with axial structural modes of the vehicle and is driven by the thrust feedback of the engine. Axial vibrations create disturbances that travel through the engine and are manifest as thrust oscillations. The resulting interaction can result in a system that is unstable. If this happens, the resulting vibration can be extremely violent and can potentially cause loss of the vehicle and payload.
During a recent project, CREAN Launch, Missiles, & Propulsion team engineers worked closely with customer engineers to develop mathematical models and process test data. In addition to flight analysis, a study of the stage as installed in a test stand was also performed to ensure that this system would remain stable. Throughout this relationship, the CREAN personnel not only performed analysis, but also provided guidance and instruction so that the customer engineers learned both the physics of the problem and the software used in its analysis. We are committed to not just helping solve problems, but also passing on our knowledge and experience.
CREAN. For when it does take a rocket scientist.
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'At night' versus 'In the night'
1-He works at night.
2- He works in the night.
3- He works nights.
Do all have the same meaning?
Hi Tom,
I would suggest (1) refers to doing work at night probably of a clerical /academic nature because then it's quiet.
I think (2) would refer to someone doing something when the rest of us are asleep but I can only think of Dracula!
(3) would refer to someone who works during the night instead of during the day as part of some shift system and that could be as a police officer or a nurse in a hospital.
I immediately thought of a burglar or some kind of gangster. But on the other hand, Batman works in the night a lot.
Thank you, Alan and Jamie!
All those examples were good but could there be some flexibility in them? :o I mean, Alan, can a student work in the night and a thief at night? In other words, your examples showed that all of the sentences are grammatically correct–could they be interchanged regardless of who is working?
Thanks in advance
In English, you can never say never, but I don't think they would normally be interchangeable.
Hi Tom
I agree with Alan and Jamie. Grammar is only part of language (as you know ;)). You also have to get the meanings and associations right.
My pet barked all night.
In the above sentence, the grammar is correct, but the meaning? What if my pet is a cat? 8)


text: 'BETI - Female Selective Abortion in India' is a graphic narrative based in India, that represents sex discrimination and gender bias through a cultural narrative with supplemental information on topics such as, science, laws and statistics. The book mainly focuses in the most extreme form of sex discrimination, female selective abortion, which is; is the termination of pregnancy based on the fetus being female. This occurs in select groups in India that sex discriminates due to cultural prejudice against females regardless of availability of resources and economy. The graphic narrative is to educate females on sex discrimination (female selective abortion) and why this leads to gender bias for women and gender imbalance in society in the future. This book fills the gap of information between the science relating to reproduction and sex and what the cultural misconceptions of sex (ie. gender) and reproduction are. Understanding these topics will within a narrative of a story with the right scientific infomration will enable them to make connections about gender based on a different context, through science as opposed purely through cultural perception.

source: HuggingFaceFW/fineweb-edu


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|Near Kelso Scotland||| scottish borders ||
|| HOME | LOCATION | HISTORY | FACILITIES | CONTACT ||
Information on the village of Stichill, near Kelso in Scotland.
The earliest records of Nenthorn are when, with Newton, the land was in the keeping of the De Morvilles in the 12th century.
Nenthorn Spittal is recorded as one of the places laid waste by the English in 1542, but its whereabouts are unknown.
The Old Church at Nenthorn was abandoned in 1802, but the graveyard continued in use until about 60 years ago. Little remains of the building, and it would appear that graves have been dug into what was the area covered by the old church. The oldest gravestone seems to be dated 1606.
The old villages of Nenthorn and Newton have disappeared, probably having been demolished because of their proximity to the mansions, Nenthorn House and Newton Don House. This practice was fashionable in the late 18th century, when landowners were intent on extending and upgrading their houses, with landscaping of the grounds being all the rage.
A new church for the parish was built in 1802, with two galleries - one for the laird of Nenthorn and the other for the laird of Newton Don. This building was closed in 1972, after which it was converted into a house.
Back to: Articles about Adjacent Parishes


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98th (Prince of Wales's) Regiment of Foot
|98th (The Prince of Wales's) Regiment of Foot|
|March||God Bless the Prince of Wales|
|Engagements||First Opium War, Second Anglo-Sikh War|
|Disbanded||1881, amalgamated with 64th Foot to become The Prince of Wales's (North Staffordshire) Regiment|
|HRH The Prince of Wales|
|Sir Colin Campbell|
The 98th (Prince of Wales) Regiment of Foot was an infantry regiment of the British Army. It was originally raised in 1824 as the 98th Regiment of Foot, before assuming the title of the 98th (Prince of Wales) Regiment of Foot in 1876. Later, in 1881, following the Childers Reforms of the British Army, the regiment was amalgamated with the 64th Regiment of Foot to become the Prince of Wales's (North Staffordshire) Regiment. As the 64th Foot was senior to the 98th, the 98th became the 2nd Battalion in the new regiment. Throughout the course of the regiment's existence it served mostly overseas in South Africa, China and India.
The 98th Foot was raised in Chichester in 1824 by Lieutenant Colonel Mildmay Fane. It was the sixth regiment to be numbered the 98th Foot. The first Colonel of the regiment was Major General Henry Conran. The first set of colours were presented by the Duchess of Richmond at a ceremony at Chichester on 6 October 1824.
In December 1824 the new regiment was posted to South Africa where for all bar two years of its 13 year tour it was based in Cape Town, the other two years being in Grahamstown. During the entire tour no active service was seen. Returning to England in 1837 the regiment was based for two years in Newcastle upon Tyne where it was frequently called out to support the civil powers during the Chartist unrests. At this point command of the regiment was taken over by its most famous commanding officer, Sir Colin Campbell who commanded the reigment for 12 years between 1835 and 1847.
In 1841 the regiment moved to Ireland but very shortly afterwards was sent to China during the 1st China or Opium War. Arriving in Hong Kong in 1842 it formed part of the 1st Brigade, commanded by Major General Lord Saltoun, along with the 26th Foot, the Bengal Volunteer Battalion and the grenadier and light companies of the 41st Madras Native Infantry. The brigade advanced on Chinkiang and after an ineffective pursuit of retreating Chinese forces took part in the final advance on Nanking. During this war very few battle casualties were taken but over 50 died from cholera with another 200+ unfit for duty. As a result of its participation in the Opium War, the regiment was awarded its first battle honour "The DRAGON superscribed CHINA". A move to Hong Kong followed where the appalling death rate from disease continued with over 500 dying and sick.
The next move was to India in 1846. Initially the regiment was based in Calcutta (Kolkata) and Dinapore, however, in 1848 it moved to the Punjab where, although not directly engaged in the Second Anglo-Sikh War, a second battle honour — PUNJAUB — was awarded. From here the regiment was one of the first British units to serve on the North West Frontier and spent 1849–1851 in and around the Kohat Pass area. By 1851 the regiment had been abroad for a total of nine years and in that time it had suffered over 1,100 deaths, mostly from sickness, with almost 200 invalided home. The last three years of the posting were spent in Calcutta before the regiment returned to England in 1854.
Following three years on home service the regiment returned to India and the North West Frontier. As a result it saw no service in the Indian Mutiny. Instead it was employed as part of the Sittana Field Force sent to deal with the so called Hindustani Fanatics.
The regiment returned home in 1867 and then in 1870 moved to Ireland for three years. During this time it dealt with minor disturbance including a mutiny by the Tipperary Light Infantry Militia. The Cardwell Reforms were introduced during this period and it was then that the regiment was linked with the 64th (2nd Staffordshire) Foot for the first time.
The next posting was to the West Indies from 1873 to 1880 followed by a move to Malta. It was in Malta following the presentation of what transpired to be the last set of regimental colours by HRH The Prince of Wales that the regiment became the 98th (Prince of Wales's) Regiment of Foot on 27 October 1876.
War broke out in Afghanistan in 1879 and in 1880 in response the regiment moved once more to India being based initially at Karachi. It was here that in 1881 the eventual conclusion of the Childers Reforms took effect and the regiment amalgamated with the 64th Foot to become the Prince of Wales's (North Staffordshire) Regiment. As the junior regiment the 98th Foot became the 2nd Battalion of the new regiment.
In its short life of 57 years, no less than 43 were spent on overseas postings.
Battle honours
The 98th Foot was granted the following battle honours:
- The DRAGON superscribed CHINA (1842);
- PUNJAUB (1848).
On 1 July 1881, the 64th and 98th Regiments of Foot were combined with militia and rifle volunteer units in Northern Staffordshire to form The Prince of Wales's (North Staffordshire) Regiment. The regiment was renamed The North Staffordshire (The Prince of Wales's) Regiment in 1920. In 1959 the North Staffordshire and South Staffordshire Regiments amalgamated to form The Staffordshire Regiment (The Prince of Wales's). In September 2007 The Staffordshire Regiment amalgamated with the 22nd (Cheshire) Regiment and The Worcestershire and Sherwood Foresters Regiment to form The Mercian Regiment, in which the Staffords became the 3rd (Staffordshire) Battalion.
The Dragon device is still carried on the colours and drums of the Mercian Regiment.
- Cook p.33.
- Historical Record p.1.
- Cook p.35.
- Historical Record p.2.
- Cook p.38.
- Cook p.58.
- Cook p.59.
- Cook p.60.
- Historical Record p.3.
- "Cardwell Reforms". Retrieved 30 July 2009.
- Cook p.62.
- "The Mercian Regiment: Regimental Devices and Badges". Retrieved 9 April 2009.
- Parliamentary Debates, House of Commons, 16 December 2004, column 1796.
See also
- Cook, Hugh (1970). The North Staffordshire Regiment (The Prince of Wales's). Famous Regiments. London: Leo Cooper. ISBN 0-85052-056-8.
- An Historical Record of the 2nd Battalion, The Prince of Wales' North Staffordshire Regiment. Mooltan, Punjab, India: F Bremner. 1908.


text:
Red-feathered birds suffer from eye damage
Birds with red, orange or chestnut feathers are more likely to suffer from eye damage, researchers have found.
Scientists discovered the link after analysing the lenses in the eyes of 81 different species of bird.
Birds known for their bright flashes of colour, such as robins, were found to be more prone to cataracts.
Dr Ismael Galvan from Paris-Sud University, who led the study, said the results could have implications for other species, including humans.
A cataract is when the clear lens of the eye becomes cloudy, limiting the passage of light and affecting vision.
Bird's eye facts
- Vision is cited as the most important sense for birds; it is essential for flying
- The ostrich has the largest eye in the bird world. Measuring up to 5cm across, it is also the largest eye of any land animal
- Birds of prey have specialised eyes to allow them greater peripheral vision and super-sharp focus
- Birds have much more complex colour vision than humans and can see UV light
"Vision is of paramount importance for birds, and birds with cataracts are likely to have limited ability to hunt, forage or perceive visual [signs] used in communication," Dr Galvan told BBC Nature.
The study, published in the journal Comparative Biochemistry and Physiology, Part A, is the first to study cataracts in wild animals.
Professor Graham Martin, an expert in bird vision from the University of Birmingham, suggested that eye damage in birds may have not been considered previously, because comparing a large sample of birds' eyes was such a considerable challenge.
"The eyes are one of the first things that deteriorates when a bird dies," he explained.
"I've seen cataracts in birds myself, but how prevalent they are and their distribution across different species has not been looked at before."Hobby help
To ensure they were studying fresh specimens, Dr Galvan and his team worked with taxidermists to investigate the lenses of birds they had collected for preservation.
End Quote Dr Ismael Galvan South Paris University
This may have implications for understanding the patterns of cataract prevalence in humans"
They discovered that a particular pigment linked the species that suffered from cataracts.
The pigment, called pheomelanin, is the same one that is responsible for red hair and freckles in humans.
"Pheomelanin generates red colouration, like the throat colour of barn swallows, but also orange-chestnut colourations," said Dr Galvan.
Birds found to be more susceptible to lens damage included ginger-winged barn owls, copper-chested kingfishers and aptly named redwings.
Exposure to ultraviolet (UV) radiation is cited as one of the causes of cataracts, and because birds fly in open skies, they are exposed to high levels of UV.
Although some species have previously been found to have antioxidants that prevent UV damage, birds with reddish colourings have less of this protection.
"The production of pheomelanin consumes part of an antioxidant that plays a key role in the protection of lenses from cataracts," Dr Galvan explained.
The team hopes the results will stimulate further investigation into the links between pigments, antioxidants and lens damage.
"Our study may have implications for understanding [the] patterns of cataract prevalence in humans and other species," said Dr Galvan.
Prof Martin believes the results could also encourage bird ringers to add eye quality to the list of data they collect on birds.


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- Download and install ESET Security for Microsoft SharePoint Server (ESHP)
- Manage ESHP using ESET Security Management Center
ESET Security for Microsoft SharePoint Server (ESHP) must be installed manually on each Web Server in your SharePoint farm, and cannot be installed remotely using ESET Remote Administrator or ESET Security Management Center. Before you begin the installation process, make sure that you have the following items available:
- Your ESET-issued product license file (emailed to you following your purchase of ESET Security for Microsoft SharePoint Server)
- The Administrator username and password used to access your Microsoft SharePoint Site(s)
Ensure that your SharePoint administrator account has the following:
- SharePoint Farm Administrators privileges
- Access to website collections
- 'Log on as service' privileges
- Your SharePoint account is member of the SQL SysAdmin role on the database server (if SharePoint is configured to connect to the database using Windows authentication)
For more information on configuring a SharePoint administrator account, see the following Microsoft Knowledge Base article: _URL_
- Click the appropriate link below to download the ESHP installer file. Save the installer (.msi) file to your Desktop:
- When the download is complete, double-click the installer file to launch the ESET Security Setup Wizard.
- Select your language and click Next.
- Read the End-User License Agreemeent. Select I accept the terms in the License Agreement and click Next.
- In the Installation mode window, select Complete and click Next to continue.
- Verify and update the install location for the ESET Security Product, Module or Data folders if necessary. Click Install.
- Click Finish. ESET Security will open automatically.
- When the installation is finished, select an activation option. In this example, Enter a License Key is selected.
- In the Product activation screen, type the License Key included in the email you received following your purchase of ESET Security and click Activate. If you do not have this info, click here to have it resent.
- Following activation, you may be prompted to set your preferences for ESET Live Grid and detection of potentially unwanted applications. Be sure to complete these steps to receive the most effective protection from ESET Security.
ESET Security for Microsoft SharePoint Server can be managed using ESET Remote Administrator as soon as it is installed. See the ESET Security for Microsoft SharePoint Server User Guide for more information.
KB Solution ID: KB7019 |Document ID: 26305|Last Revised: September 18, 2018


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Download source - 8 Kb
This tutorial is based off of the MSDN Article _TAG_: Q194873. But, for a beginner, following these MSDN articles can be intimidating to say the least. One of the most often asked questions I see as a Visual C++ and Visual Basic programmer is how to call a VB DLL from VC++. Well, I am hoping to show you exactly that today. I am not going to go over the basic details of COM as this would take too long, so I am assuming you have an understanding of VB, VC++ and a little COM knowledge. It's not too hard to learn; just takes a little time. So let's get started.
The first thing you need to do is fire up Visual Basic 6 (VB 5 should work as well). With VB running, create a new "ActiveX DLL" project. Rename the project to "vbTestCOM" and the class to "clsTestClass". You can do this by clicking in the VB Project Explorer Window on the Project1 item (Step 1), then clicking in the Properties window and selecting the name property (Step 2). Do the same for the Class. Click on the class (Step 3), then the name property and enter the name mentioned above (Step 4). Your project so far should look like the folowing right hand side picture:
Ok, now we are ready to add some code to the VB Class. Click on the "Tools" menu, then select the "Add Procedure" menu item. The Add Procedure window will open up. In this window we need to add some information. First (Step 1) make sure the type is set to Function. Second (Step 2) enter a Function name called "CountStringLength". Finally hit the Ok button and VB will generate the new function in the class.
You should have an empty function with which to work. The first thing we will do is specify a return type and an input parameter. Edit your code to look like this:
Public Function CountStringLength(ByVal strValue As String) As Long
What are we doing here? We are taking one parameter, as a String type in this case, then returning the length through the return type, which is a Long. We specify the input parameter as ByVal, meaning VB will make a copy of this variable and use the copy in the function, rather than the default ByRef, which passes the variable by reference. This way we can be sure that we do not modify the string by accident that was passed to us by the calling program. Let's add the code now.
Public Function CountStringLength(ByVal strValue As String) As Long
If strValue = vbNullString Then
CountStringLength = 0
CountStringLength = Len(strValue)
In the first line of code we are checking to see if the calling program passed us an empty, or NULL, string. If so we return 0 as the length. If the user did pass something other than an empty string, then we count it's length and return the length back to the calling program.
Now would be a good time to save your project. Accept the default names and put it in a safe directory. We need to compile this project now. Go to the File menu and select the "Make vbCOMTest.dll..." menu item.
The compiler will produce a file called surprisingly enough: vbCOMTest.dll. The compiler will also do us the favor of entering this new DLL into the system registry. We have finished the VB side of this project, so let's start the VC++ side of it. Fire up a copy of VC++, then select from the menu, "New Project". The New Project window should appear. Select a "Win32 Console Application" (Step 1), then give it a name of "TestVBCOM" (Step 2). Finally, enter a directory you want to build this project in (Step 3 - your directory will vary from what I have entered).
Click on the "OK" button and the "Win32 Console Application - Step 1 of 1" window will appear. Leave everything on this page as the default, and click the "Finish" button. One final window will appear after this titled "New Project Information". Simply click the "Ok" button here. You should now have an empty Win32 Console project. Press the "Ctrl" and hit the "N" key. Another window titled "New" will appear. Select the "C++ Source File" (Step 1), then enter the new name for this file called, "TestVBCOM.cpp" (Step 2 - make sure the Add to Project checkbox is checked and the correct project name is in the drop down combo box), then click the "Ok" button to finish.
Now we are going to get fancy!
You need to go to your Start Menu in Windows and navigate to the "Visual Studio 6" menu and go into the "Microsoft Visual Studio 6.0 Tools" sub-menu. In here you will see an icon with the name "OLE View". Click on it.
The OLE View tool will open up. You will see a window similar to this one:
Collapse all the trees, if they are not already. This will make it easier to navigate to where we want to go. Highlight the "Type Libraries" (Step 1) and expand it. You should see a fairly massive listing. We need to locate our VB DLL. Now, remember what we named the project? Right, we need to look for vbTestCOM. Scroll down until you find this. Once you have found it, double click on it. A new window should appear - the "ITypeLib Viewer" window. We are only interested in the IDL (Interface Definition Language) code on the right side of the window. Select the entire IDL text and hit the "Ctrl" and "C" buttons to copy it to the clipboard.
You can close this window and the OLE View window now as we are done with the tool. We need to add the contents of the IDL file into our VC++ project folder. Go to the folder you told VC++ to create your project in and create a new text file there (If you are in Windows Explorer, you can right click in the directory and select "New" then scroll over following the arrow and select "Text Document"). Rename the text document to "vbCOMTEST.idl". Then double click on the new IDL file (VC++ should open it if you named it correctly with an IDL extension). Now paste the code in the file by pressing the "Ctrl" and "V" keys. The IDL text should be pasted into the file. So far, so good. Now, this IDL file is not going to do us much good until we compile it. That way, VC++ can use the files it generates to talk to the VB DLL. Let's do that now. Open a DOS window and navigate to the directory you created your VC++ project in. Once in that directory, at the prompt you need to type the following to invoke the MIDL compiler:
E:\VCSource\TestVBCOM\TestVBCOM\midl vbTestCOM.idl /h vbTestCOM.h
Hit the "Enter" key and let MIDL do its magic. You should see results similar to the following:
Close the DOS window and head back into VC++. We need to add the newly generated vbTestCOM.h and vbTestCOM_i.c files to the project. You can do this by going to the "Project" menu, then selecting the "Add to Project" item, and scrolling over to the "Files" menu item and clicking on it. A window titled, "Insert Files into Project" will open. Select the two files highlighted in the next picture, then select the "Ok" button.
These two files were generated by MIDL for us, and VC++ needs them in order to talk to the VB DLL (actually VC++ does not need the "vbCOMTest_i.c" file in the project, but it is handy have in the project to review). We are going to add the following code to the "TestVBCOM.cpp" file now, so navigate to that file in VC++ using the "Workspace" window. Open the file by double clicking it and VC++ will display the empty file for editing.
Now add the following code to the "TestVBCOM.cpp" file:
_clsVBTestClass *IVBTestClass = NULL;
hr = CoInitialize(0);
hr = CoCreateInstance( CLSID_clsVBTestClass,
_bstr_t bstrValue("Hello World");
hr = IVBTestClass->CountStringLength(bstrValue,
cout << "The string is: " << ReturnValue << " characters in
length." << endl;
hr = IVBTestClass->Release();
cout << "CoCreateInstance Failed." << endl;
If all the code is entered in correctly, then press the "F7" key to compile this project. Once the project has compiled cleanly, then press the "Ctrl" and the "F5" keys to run it. In the C++ code, we include the MIDL created "vbTestCOM.h" file, the "Comdef.h" file for the _bstr_t class support and the "iostream.h" file for the "cout" support. The rest of the comments should speak for themselves as to what's occurring. This simple tutorial shows how well a person can integrate VB and VC++ apps together using COM. Not too tough actually.


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Owatonna High School - Attendance Policy
It is the responsibility of the Owatonna Public Schools to the community that all school members will work to challenge and support students in the pursuit of their highest levels of academic and personal achievement. Recognizing the strong relationship between regular attendance for each class and high academic achievement, the District will establish a clear attendance system. Such a system will promote this relationship and hold students accountable for regular attendance. It is essential that Owatonna High School students and their families take responsibility for knowing and following the Attendance Policy. If a student is going to be absent, a parent/guardian is responsible for calling _PHONE_ to report the absence. This voicemail number can be called 24 hours a day.
General Guidelines for Attendance
Owatonna High School has established the following parameters for the number of allowed absences (both excused and unexcused) for quarter, semester and yearlong courses.
An accumulation of three (3) excused/unexcused absences in a quarter course, six (6) excused/unexcused absences in a semester course and twelve (12) excused/unexcused absences in a yearlong course will result in a student receiving the final grade earned if the grade is a C- or better.
An NC (No Credit) will be awarded when the final grade is lower than a C-. (The NC is calculated as a 0.0 for GPA and related purposes).
Owatonna High School expects students and their parent(s)/guardian to take responsibility for knowing and following the Attendance Policy.
- All students regardless of age must have absences excused by the parent(s)/guardian if the student lives at home.
- Students enrolled in an alternative program should leave campus immediately following their last class.
- Owatonna High School is an open campus; however, students may not leave school in a motorized vehicle during lunch or any other time of the day without pre-approved permission from a parent.
Absence Procedures _PHONE_
- When a student will be absent from school, the parent or guardian is asked to call the high school attendance office between 7:00 am and 9:00 am. The attendance phone line number is _PHONE_. If a phone call is received, a written note is not necessary from the parents.
- Any student who has been absent for any part of the day is required to report to the high school office when he/she returns to school to acquire an admit pass, which will be shown to all teachers when entering the classroom.
- When a student has been in school any part of the day, and intends plans to be absent from school later, the school must be notified by written permission or by telephone call from the parent prior to the time the student is scheduled to leave. The student must acquire a Permit to Leave the Building (blue pass) from the high school attendance office prior to leaving the school building.
- When a student has become ill during the school day, he/she must receive permission to go home from the school nurse or attendance secretary. Students who become ill and leave school without permission will be marked truant.
- Attendance on Days of School Activities: Students are reminded that except for doctor and dental appointments and school-approved activities, attendance for the last two periods of the day is required on the day of a game or a performance. Violations of this rule will be referred to the principal's and activities director's office.
- Parents/students will be informed of absences through accessing the online Infinite Campus Parent/Student Portal. Notification of unverified absences (absences that were not pre-excused through phone or written message) will be sent via an automated telephone call and email to the parent/household designated contact number and email address.
Guidelines and Categories for Excused Absences
The following categories of absences will coded excused with prior notification from parent.
- College visits
- Driver's license examination
- Family Emergency
- Pre-arranged excused absences for student participation in non-school competition and performance activities.
- Family vacations pre-arranged with school administrator.
- Professional appointments that cannot be scheduled outside of the school day
- Spectators at state/regional competitions when Owatonna is not competing; student spectators must have parent(s)/guardian approval and follow all attendance policy procedures
Guidelines for Pre-Arranged Absences
Absences due to family vacations, or for an event that is a significant educational opportunity must be pre-arranged in order to be determined as excused. Under no circumstances will students be excused for pre-arranged absences occurring on state mandated testing dates. Students are responsible for obtaining the PreArranged Absences Form (available on the OHS Website – and/or from the student's counselor), completing it with all required signatures, and submitting to their counselor for final approval no less than 5 days prior to the absence. Absences not pre-arranged and approved will be designated as unexcused absences.
Guidelines and Categories for Unexcused Absences
The following categories of absences will be coded as unexcused – truant.
- Any unverified absence not cleared within 24 hours of occurrence
- Work at home
- Work at a business except under a school-sponsored work release program
- Non-pre-arranged family vacations
- Missed bus
- Arrival to class after twenty minutes will be coded as an unexcused absence and will count toward the total number of absences allowed.
- Other non-school authorized excuses
- Notes or phone calls without a reason for absence
Guidelines and Categories for School Authorized Absences
The following categories of absences will be coded as School Authorized Absences. These absences are considered Exempt and will not count toward the loss of credit in a yearlong/semester/quarter course.
- Ceremonies in which the student is being honored or presented with an award (i.e. Rotary)
- Chronic illness verified by a doctor and reported to school nurse
- Court-ordered appearances supported by documentation
- Death in the student's immediate family or of a close friend/relative
- Field trips
- Illness in student's immediate family (documentation required by medical personnel)
- Interscholastic meets and event
- Musical sectionals
- Religious holidays and/or instruction
- Student government and related activities
- Verified meeting conducted with school personnel
- Spectators at state/regional competitions when Owatonna is competing; student spectators must have parent(s)/guardian approval and follow all attendance policy procedures.
- Driver's Permit Test
General Guidelines for Tardies
- Students are expected to be in their assigned areas at designated times. Students who arrive to block classes within twenty minutes of the start of class will be considered tardy. Students arriving to "skinny" or ½ block classes within ten minutes of the start of class will be considered tardy
- Students arriving without a legitimate and confirmed excuse after the ten and twenty minute deadline for skinny and block courses respectively will be coded as unexcused.
- Three tardies per class will equal one unexcused absence and will count toward the total number of absences allowed as specified in the General Guidelines for Attendance.
Guidelines for Make-Up Work Due to Excused and Student Authorized Absences
- The student is responsible for requesting and making arrangements to complete assignments and course work missed during the absence.
- Upon the student's return to school, a maximum of two days is allowed for completing make-up work. Additional days for make-up work may be granted at the discretion of each teacher.
- Previously announced projects and/or assessments must be turned in or taken on the day of the student's return to school. If extenuating circumstances exist, the teacher may grant additional make-up time.
- An administrative conference will be held with students who exhibit a pattern of excused absences on assessment days.
Guidelines for Appealing Loss of Credit Due to Exceeding the Attendance Policy Limit
A student wishing to appeal a No Credit grade received due to exceeding the attendance policy can download the Attendance Appeal form from the OHS website or obtain the form from his/her counselor.
- The student will submit a completed form along with any supporting documentation to their counselor no later than five school days following the grading period.
- An Attendance Appeals Committee comprised of one administrator, the student's counselor, and the student's instructor will review the appeal request and render a decision to accept or deny the appeal.
Guidelines for Truancy:
In accordance with the State Department of Education and the Minnesota Mandatory Attendance Law, students must attend school each and every day school is in session. It is the responsibility of the students, parents/guardians, and the school to assure that students attend school.
Truant: absence without lawful excuse from attendance at school when required to attend. MN Statute 260A.02 subd. (3) and subd. (19):
- Continuing Truant: Minn. Stat. 260A.02 provides that a continuing truant is a student who is subject to the compulsory instruction requirements of Minn. Stat. 120.101 and is absent from instruction in a school. As defined in Minn. Stat. 120.05, without valid excuse within a single school year for three or more class periods on three days if the child is in the middle school, junior high school, or high school.
- Habitual Truant: A habitual truant is a child under the age of 16 years who is absent from school without lawful excuse for seven school days if the child is in elementary school or for one or more class periods on seven school days if the child is in middle school or high school.
- A school district official shall refer a


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Industrial Relations Assignment Help by Experts
Simply speaking, Industrial Relations (IR) is the relation between the workers and management in a company. IR is the most important aspect in any industry that determines the overall efficiency of a company. In this highly competitive international market, the importance of IR has been increasing in leaps and bounds. Students doing post-graduation in HRM, or IR, are often given assignments on IR, which sometimes seem quite tough to crack. In such occasions students, can seek help from BookMyEssay. This professional assignment writing help provides much upgraded Industrial Relation assignment help for the students pursuing higher courses, certificate courses, or post graduate diploma in HRM or IR.
IR and BookMyEssay Industrial Relations Assignment Help
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Thus, IR is an ongoing process, and the management of a company needs to be very professional in this matter. Among the three players, viz. the workers, the management, and the government, the management has the most important role here. They have to create a friendly environment within the organization for the optimum output, whereas they have to put the "system" in perfect coordination with the government rules and pertinent laws.
The importance of Industrial Relations are as follows:
- Lesser industrial disputes – As IR systematizes the basic industrial activities, their remains lesser scope for industrial disputes. Workers or employees remain much satisfied with their responsibilities, compensations, and working environment.
- Uninterrupted production – The most vital advantage of IR is that it ensures unhindered production. This leads to lesser or no job risk for all, including the manager, the workers and other people in the supply chain. It also ensures optimum use of resources, resulting in the optimum levels production. There also remains a continuous flow of income for all.
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It is obvious that the assignments on IR will always introduce complicated issues related to the relations between the management and the workers in a company. A student needs to understand the laws, their applications, power of government agencies, and many such things. Thus, writing an assignment on IR is never an easy task, which needs professional support from an efficient assignment writing help like BookMyEssay.
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Decoding the sign – by Seth Godin
* Decoding the sign [ ]
A "Deer Xing" sign isn't there to tell the deer where to cross the road.
It's there to let drivers know that this is the spot where deer often choose to cross the road.
Because deer can't read signs, and even if they could, they probably wouldn't bother to obey them. People, on the other hand, are far more likely to be killed by hitting a deer than they are by a shark bite.
A good signmaker is aware of "who's it for" and "what's it for." In this case, the hope is that drivers will be more careful.
Too often, signs of all kinds (metaphorical signs, not just physical ones), are simply ALL CAPS YELLING about how the signmaker is frustrated about something they can't control. If you can't influence something, why are you yelling about it?


A Data Exploration of Jeopardy! from 1984 to the Present
Brian Hamilton
This project is an analysis of a dataset I created by scraping the HTML from the crowdsourced Jeopardy! archive J! Archive. Read more about the impetus to this project on the About page and the methods I took for building the dataset, analyzing it, and visualizing it on the Methods page.
Topic Modeling
Using MALLET, I built a topic model for the clues on J! Archive. Below is a visual representation of the change in topic usage over the course of the show's run. My hope from this is to see trends in topic usage. For example, I noticed that "History/War" spikes to its highest usage during the Gulf War.
Hover over the line on the graph or the topic key in the legend to isolate each individual topic for viewing. You can also click on the line or legend text to hold it in place.
State-by-State Contestants
While looking at the data I collected from the archive, I noticed that most contestants were identified by their name, hometown, and profession. I stripped out their local town and isolated each one that was from the fifty U.S. states and the District of Columbia. From here, I took a count of how many came from each state and how many won at least one game, making sure to only count each contestant once.
After I had this list, I compared it to population estimates made by the U.S. Census Bureau for 2019, creating a proportion of number of contestants/winners to the total population. Below, I created a map of the United States and the District of Columbia, shading each state by the size of the proportion; the darker shade, the larger the proportion, and vice versa. Use the two buttons to switch between the two views and hover over each state to see more detailed information.
Gender in Jeopardy!
Past studies of gender in Jeopardy! has taken a few different forms over the years. They have either looked at the different kinds of topics men and women may have chosen to respond to or how they act during the game. While J! Archive does not include a reference to a contestant's gender in their description, I was able to use the third-party API Genderize.io to determine the most likely gender from their first name.
Gender By Series
Before looking at more in depth analysis of gender in Jeopardy!, it's important to know how many men and women have actually been on the show. I grouped together contestants by their gender (removing any contestants that Genderize.io was not able to determine) and took a count of each. I created a donut char for those numbers, showing that 42.5% of contestants are women and 57.5% are men. These numbers line up almost exactly with studies that used a small number of episodes to conduct their research.
Hover over the slices or the legend to get a more detailed view of the numbers.
Gender By Episode
During an actual episode of Jeopardy!, there are three contestants competing against each other. One of them is the winner from the previous episode (if there was one) and the other two are new contestants. I was able to determine the breakdown of those three contestants by gender, only including episodes where all three contestants had a known gender. A makeup of two men and one woman takes up the majority of episodes, with all three being women happening the least. Below is a donut chart showing the breakdown.
Are Topics Gendered?
I wanted to see if the topics that I generated using the topic modeling were gendered--as in, are certain genders more likely to both know the answer and get it right. My database includes information on which clues a contestant got right and which they got wrong. I grouped this all together by gender and did a chi-squared test to see if the difference between the genders is significant.
Use the select field below to update the stacked bar chart and show the results of the chi-squared test for each topic. Hover over the bars to get more detailed numbers.
Critical Value
Who Wins?
By the end of an episode, the contestant with the most money is declared the winner. They are allowed to come back to the next game and defend their win. Some are good enough to win multiple games and continue on and on until they lose. I grouped together the data in a way that shows the gender disparity in number of wins.
There is some disparity in the data between this and the total number of contestants by gender. Some games on J! Archive (and by extension, my own database) are incomplete. I did my best to account for this by having a boolean field in the database for indicating that the game had an unknown winner. Even with that, some contestants may be counted twice. However, it should be a very small number.
I created a stacked bar chart to show this breakdown. Hover over the bars to get more detailed numbers.
And Roughly How Much Do They Win?
For each game, I looked at the final total for the winning contestant. Grouping by year and gender, I took the median amount to determine a how much was roughly won each game. A time series chart below shows this relationship. Hover over the lines or the legend to isolate the lines.
The three most obvious points of reference are 2001-2002, 2004, and 2019. Between 2001 and 2002, the dollar amounts for each clue were doubled. During 2004 and 2019, two of the most successful contestants competed; Ken Jennings in 2004 and James Holzhauer in 2019. James Holzhauer was known for winning by a large margin, racking up a lot of money each game. 2011 and 2019 also saw an increase in median winnings for women. However, while I looked for a specific contestant that could've caused this, there were no long-term female winners in those years. The most successful female contestant, Julia Collins, competed in 2014--a year with no major change.


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Fertility and outcome of pregnancy were assessed in all 78 women below 40 years of age in a total, unselected series of patients with Crohn's disease, diagnosed during a 17-year period and consecutively treated with resectional surgery, in most cases at an early stage. The median follow-up time after the primary operation was 12.8 years. During the observation time there were 87 pregnancies in 44 patients. Neither the number of live births, nor the frequency of abortions differed from that expected in the general population. There was no still birth. The localization of the disease was not significant. In conclusion, there were no indications of any negative influence of surgical intervention.
Bibliografisk informationThe information about affiliations in this record was updated in December 2015.
The record was previously connected to the following departments: Emergency medicine/Medicine/Surgery (013240200), Surgery Research Unit (013242220), Obstetric, Gynaecological and Prenatal Ultrasound Research Unit (013242720)


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Definition of mistletoe in English:
A leathery-leaved parasitic plant which grows on apple, oak, and other broadleaf trees and bears white glutinous berries in winter.
- Several species in the family Viscaceae, in particular the Eurasian Viscum album and the North American Phoradendron flavescens
- Most dwarf mistletoes grow on conifers in the western United States.
- In Somerset and Herefordshire mistletoe grows on the apple trees from which cedar is produced.
- The Druids would cut the mistletoe that grew on the oak tree and give it as a blessing.
Words that rhyme with mistletoeditto • in flagrante delicto
Definition of mistletoe in:
- US English dictionary
What do you find interesting about this word or phrase?
Comments that don't adhere to our Community Guidelines may be moderated or removed.


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Teachers from Invisible Children Uganda partner schools were given an opportunity to acquire new computer knowledge, skills and working methods through a one week computer training at Sacred Heart School. The training, conducted this week by Schools for Schools (S4S), is designed to support teachers and build their capacity to help students. Computer applications like Microsoft Excel, PowerPoint presentations, Word and internet use were the main topics of the training.
Opening presentations and graphs he created during the training, Okot Peter, a teacher of agriculture at Anaka Secondary School, tells how the training has been beneficial to him.
"My work is going to become much easier," he says. "I am now able to produce and conduct my lessons using PowerPoint, design the class list and present graph illustrations of how my students are performing."
By equipping teachers with this knowledge, they can use it to raise academic standards in the classroom. S4S partners with 11 schools in northern Uganda to build and renovate school structures while also improving the schools' educational climate through career guidance and teacher training.


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Constructivist Childhood Materials
Pattern Block Puzzles
Includes 20 unique pattern designs. Constructed of quality 1/8'' birch plywood.
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E3.2: Gestures: Sparrowhawk
TASK: Choose a simple gesture that you or another subject can perform. For example, a hand movement, pose, or facial expression. Represent the same gesture through static and moving media: for example a photograph or drawing, and moving image or a short animation.Compare the results. Are there different aspects of the gesture that you are […]


text:
East India Company's Capture of Ceylon Medal, 1807Image["Capture of Ceylon Medal, 1807"]
Obverse, English inscriptionImage["Capture of Ceylon Medal, 1807"]
Reverse, Persian inscription
East India Company's Capture of Ceylon Medal, 1807
The island of Ceylon, now Sri Lanka, was first taken over from its inhabitants by the Portuguese in 1505; the Dutch replaced them during the seventeenth century. In a campaign from 1795 to 1796 the British East India Company ousted Dutch rule and took the island over.
This medal was issued by the Company to a force of 123 Indian gunners from the Bengal Artillery who served in the campaign. It is unnamed, and the recipient's identity unknown. Lester Watson bought it from the dealer Gifford in 1927.


text:
To define help text for adaptor properties in an IMDF file,
Help element. You can include only one
in an IMDF file and it must be a child of the root node.
As children of the
Help node, you create
that contain the help text for a particular property. You use the
AdaptorHelp element to specify which property
the help is associated with.
You can optionally include device-specific content in the help
text. This text appears only when a particular device is selected.
Use one or more
DeviceHelp nodes to add device-specific
help to an
AdaptorHelp node. You use the
DeviceHelp element to specify when the text
should appear. You can also create see also references for your property
The following example outlines how to use these elements to create property help. The words in italics represent text that you must define.
 Help text Device-specific help text References to other properties ...
The following table summarizes the tags you can use to define help. For more information, see these topics.
Defines the help section in an IMDF file. Must be child
Defines the online help for a property. The Help node can contain one or more AdaptorHelp nodes.
Specifies device-specific text in property help. This
element is optional. An
Defines the see also line in property help. This element
is optional. An
The purpose of using a
Help element in an
IMDF file is to create help text for device-specific properties. A
user of your adaptor can display the help text at the command line
The following example shows how a user displays the help text
for a device-specific property using the
To see how to create this help in an IMDF file, see Creating AdaptorHelp Nodes.
The items in this list correspond to the numbered elements above.
Device-specific properties are properties
of the video source object. The example creates the video input object
and then uses the
getselectedsource function to
get a handle to the video source object.
The example uses the
to display a list of device-specific properties.
to display help for one of the properties of the video source object.
The first line of the help lists the name of the property with its constraints, such as range and permission.
The text of the help appears exactly
as you enter it in the IMDF file. You include the text after the
The See Also line
is created by the
This section describes how to create help text for a property
using the set of help tags defined by the IMDF DTD. The following
example shows the IMDF entry for the
displayed in User Scenario: Viewing Property Help. The example sets the
AdaptorHelp tag to the name of a property.
 Specify the brightness, also called the black level. Brightness describes the difference in intensity of light reflected from or transmitted through an image independent of its hue and saturation. For some devices, the value is expressed in IRE units * 100. For other devices, the units are arbitrary. Refer to the device's documentation for information. Depending on the acquisition device, this property may have an associated mode property allowing this value to be controlled automatically by the device, or for it to be manually configured. BrightnessMode.
To include help text that only appears for specific devices,
In this example, the help text contains three device-specific
sections. Note how the example sets the
DeviceHelp property to the name of a device.
 Enables the strobe output and its timer. Upon enabling the strobe output, it will start detection of triggers and generate output as appropriate. Consult your hardware manual for a detailed description of the strobe output. See also StrobeMode, StrobeDuration, StrobeDelay, StrobePolarity, StrobeAlignOnHs. See also StrobeMode, StrobeDelay, StrobePolarity. For the PC-RGB, StrobeEnable only enables the timing circuitry. The strobe output must still be enabled with the StrobeOutputEnable property. See also StrobeMode, StrobePolarity, StrobeDelay, StrobeOutputEnable.


text:
Bimetallic Ni-M (M = Co, Cu and Zn) supported on attapulgite as catalysts for hydrogen production from glycerol steam reforming
MetadataShow full item record
Monometallic Ni and bimetallic Ni-Co, Ni-Cu, and Ni-Zn catalysts supported on attapulgite (ATP) were prepared by chemical precipitation method and evaluated in the glycerol steam reforming (GSR) reaction under the following conditions W/G = 9, N 2 flow ratio = 0.16 L/min and GHSV = 9619 h -1. The prepared calcined and/or reduced samples were characterized by ICP-OES, N 2 adsorption-desorption, XRD, TEM, FT-IR, XPS and H 2 -TPR. The analysis results showed the addition of second metals obviously decreased the crystal size and suppressed the reducibility of active metal, by improving the metal-support interaction. These were optimized characters could promote the steam reforming reaction and water-gas shift reaction (WGSR) to improve the catalytic performance. The experimental results of catalytic activity revealed the glycerol conversions and H 2 yields over bimetallic catalysts were significantly higher than those over Ni/ATP catalyst. Among them, the Ni-Cu/ATP exhibited the highest the highest glycerol conversions and H 2 yield in GSR reaction, while it had larger particle size (12.2 nm) than Ni-Co/ATP (8.6 nm) and Ni-Zn/ATP (10.3 nm), and the higher reducibility than other two bimetallic catalysts. It may be deduced that the crystal size and reducibility of catalyst all showed pivotal to impart suitable catalytic activity, while these characteristics should have an optimal proportion for obtaining the outstanding catalytic performance. The effect of temperature on catalytic performance over all catalysts was also investigated. It was found that increasing temperature was favorable for glycerol conversions and H 2 yield, while the increase rate of H 2 /CO ratio was suppressed and CO/CO 2 ratio were increased for all catalysts at high temperature range of 600–700 °C. It was attributed to that increasing temperature although improved the breakage of C[sbnd]C, C[sbnd] H, and C[sbnd]O bonds in glycerol, the WGSR mainly side-reaction for producing H 2 was suppressed. The long-term experiments (30 h) were also conducted over all catalysts at W/G = 9, T = 600 °C, N 2 flow ratio = 0.16 L/min and GHSV = 9619 h -1. The results demonstrated the outstanding stability was obtained over Ni-Zn/ATP catalyst. In order to account for the causes resulted in catalyst deactivation, all spent catalysts were characterized by XRD, TEM, TPO and TG-DTG. The results shown catalyst deactivation was mainly affected by the sintering of active species and coke formation on catalyst surface. The Ni-Zn/ATP bimetallic catalyst showed the outstanding stability attributed to the excellent antisintering and carbon deposition, which resulted from the formation of unique metal-support interaction.
Showing items related by title, author, creator and subject.
Steam reforming of phenol-ethanol to produce hydrogen over bimetallic NiCu catalysts supported on sepioliteLiang, T.; Wang, Y.; Chen, M.; Yang, Z.; Liu, Shaomin; Zhou, Z.; Li, X. (2017)© 2017 Hydrogen Energy Publications LLC. A series of NiCu bimetallic catalysts supported on sepiolite (Ni x Cu y /SEP) were prepared by co-precipitation method. The all as-prepared catalysts were characterized by using...
Catalytic partial oxidation of propylene to acrolein: the catalyst structure, reaction mechanisms and kineticsFansuri, Hamzah (2005)Bismuth molybdates have long been known as active catalysts for selective oxidation of olefins. There are several phases of bismuth molybdates but only three of them are known to be active for partial oxidation of propylene...
Nguyen, H.; Pham, Gia; Ran, R.; Vagnoni, R.; Pareek, Vishnu; Liu, Shaomin (2018)In this work, microwave (MW) irradiation was used to activate Co/Al2O3, Mo/Al2O3, and Co-Mo/Al2O3 catalysts for dry reforming of methane (DRM) reactions. Experimental results indicate that single metallic catalysts of...


return value of load functions as if it was a bool: if (doc.load_file("file.xml")) { … } else { … }. Otherwise you can use the status member to get parsing status, or the description() member function to get the status in a string form.
This is an example of handling loading errors (samples/load_error_handling.cpp):
pugi::xml_document doc;
pugi::xml_parse_result result = doc.load_string(source);
if (result)
 std::cout << "XML [" << source << "] parsed without errors, attr value: [" << doc.child("node").attribute("attr").value() << "]\n\n";
 std::cout << "XML [" << source << "] parsed with errors, attr value: [" << doc.child("node").attribute("attr").value() << "]\n";
 std::cout << "Error description: " << result.description() << "\n";
 std::cout << "Error offset: " << result.offset << " (error at [..." << (source + result.offset) << "]\n\n";
Sometimes XML data should be loaded from some other source than file, i.e. HTTP URL; also you may want to load XML data from file using non-standard functions, i.e. to use your virtual file system facilities or to load XML from gzip-compressed files. These scenarios either require loading document from memory, in which case you should prepare a contiguous memory block with all XML data and to pass it to one of buffer loading functions, or loading document from C++ IOstream, in which case you should provide an object which implements std::istream or std::wistream interface.
There are different functions for loading document from memory; they treat the passed buffer as either an immutable one (load_buffer), a mutable buffer which is owned by the caller (load_buffer_inplace), or a mutable buffer which ownership belongs to pugixml (load_buffer_inplace_own). There is also a simple helper function, xml_document::load, for cases when you want to load the XML document from null-terminated character string.
This is an example of loading XML document from memory using one of these functions (samples/load_memory.cpp); read the sample code for more examples:
const char source[] = "0 0 1 1";
size_t size = sizeof(source);
// You can use load_buffer_inplace to load document from mutable memory block; the block's lifetime must exceed that of document
char* buffer = new char[size];
memcpy(buffer, source, size);
// The block can be allocated by any method; the block is modified during parsing
pugi::xml_parse_result result = doc.load_buffer_inplace(buffer, size);
// You have to destroy the block yourself after the document is no longer used
delete[] buffer;
This is a simple example of loading XML document from file using streams (samples/load_stream.cpp); read the sample code for more complex examples involving wide streams and locales:
std::ifstream stream("weekly-utf-8.xml");
pugi::xml_parse_result result = doc.load(stream);
Accessing document data
pugixml features an extensive interface for getting various types of data from the document and for traversing the document. You can use various accessors to get node/attribute data, you can traverse the child node/attribute lists via accessors or iterators, you can do depth-first traversals with xml_tree_walker objects, and you can use XPath for complex data-driven queries.
You can get node or attribute name via name() accessor, and value via value() accessor. Note that both functions never return null pointers - they either return a string with the relevant content, or an empty string if name/value is absent or if the handle is null. Also there are two notable things for reading values:
 - It is common to store data as text contents of some node - i.e. This is a node. In this case, node does not have a value, but instead has a child of type node_pcdata with value "This is a node". pugixml provides child_value() and text() helper functions to parse such data.
 - In many cases attribute values have types that are not strings - i.e. an attribute may always contain values that should be treated as integers, despite the fact that they are represented as strings in XML. pugixml provides several accessors that convert attribute value to some other type.
This is an example of using these functions (samples/traverse_base.cpp):
for (pugi::xml_node tool = tools.child("Tool"); tool; tool = tool.next_sibling("Tool"))
 std::cout << "Tool " << tool.attribute("Filename").value();
 std::cout << ": AllowRemote " << tool.attribute("AllowRemote").as_bool();
 std::cout << ", Timeout " << tool.attribute("Timeout").as_int();
 std::cout << ", Description '" << tool.child_value("Description") << "'\n";
Since a lot of document traversal consists of finding the node/attribute with the correct name, there are special functions for that purpose. For example, child("Tool") returns the first node which has the name "Tool", or null handle if there is no such node. This is an example of using such functions (samples/traverse_base.cpp):
std::cout << "Tool for *.dae generation: " << tools.find_child_by_attribute("Tool", "OutputFileMasks", "*.dae").attribute("Filename").value() << "\n";
Child node lists and attribute lists are simply double-linked lists; while you can use previous_sibling/next_sibling and other such functions for iteration, pugixml additionally provides node and attribute iterators, so that you can treat nodes as containers of other nodes or attributes. All iterators are bidirectional and support all usual iterator operations. The iterators are invalidated if the node/attribute objects they're pointing to are removed from the tree; adding nodes/attributes does not invalidate any iterators.
Here is an example of using iterators for document traversal (samples/traverse_iter.cpp):
for (pugi::xml_node_iterator it = tools.begin(); it!= tools.end(); ++it)
 std::cout << "Tool:";
 for (pugi::xml_attribute_iterator ait = it->attributes_begin(); ait!= it->attributes_end(); ++ait)
 std::cout << " " << ait->name() << "=" << ait->value();
 std::cout << std::endl;
If your C++ compiler supports range-based for-loop (this is a C++11 feature, at the time of writing it's supported by Microsoft Visual Studio 11 Beta, GCC 4.6 and Clang 3.0), you can use it to enumerate nodes/attributes. Additional helpers are provided to support this; note that they are also compatible with Boost Foreach, and possibly other pre-C++11 foreach facilities.
Here is an example of using C++11 range-based for loop for document traversal (samples/traverse_rangefor.cpp):
for (pugi::xml_node tool: tools.children("Tool"))
 std::cout << "Tool:";
 for (pugi::xml_attribute attr: tool.attributes())
 std::cout << " " << << "=" << attr.value();
 for (pugi::xml_node child: tool.children())
 std::cout << ", child " <<;
 std::cout << std::endl;
The methods described above allow traversal of immediate children of some node; if you want to do a deep tree traversal, you'll have to do it via a recursive function or some equivalent method. However, pugixml provides a helper for depth-first traversal of a subtree. In order to use it, you have to implement xml_tree_walker interface and to call traverse function.
This is an example of traversing tree hierarchy with xml_tree_walker (samples/traverse_walker.cpp):
struct simple_walker: pugi::xml_tree_walker
 virtual bool for_each(pugi::xml_node& node)
 for (int i = 0; i < depth(); ++i) std::cout << " "; // indentation
 std::cout << node_types[node.type()] << ": name='" << << "', value='" << node.value() << "'\n";
 return true; // continue traversal
simple_walker walker;
Finally, for complex queries often a higher-level DSL is needed. pugixml provides an implementation of XPath 1.0 language for such queries. The complete description of XPath usage can be found in the manual, but here are some examples:
pugi::xpath_node_set tools = doc.select_nodes("/Profile/Tools/Tool[_USER_='true' and _USER_='lastparam']");
std::cout << "Tools:\n";
for (pugi::xpath_node_set::const_iterator it = tools.begin(); it!= tools.end(); ++it)
 pugi::xpath_node node = *it;
 std::cout << node.node().attribute("Filename").value() << "\n";
pugi::xpath_node build_tool = doc.select_node("//Tool[contains(Description, 'build system')]");
if (build_tool)
 std::cout << "Build tool: " << build_tool.node().attribute("Filename").value() << "\n";
XPath functions throw xpath_exception objects on error; the sample above does not catch these exceptions.
Modifying document data
The document in pugixml is fully mutable: you can completely change the document structure and modify the data of nodes/attributes. All functions take care of memory management and structural integrity themselves, so they always result in structurally valid tree - however,


text:
Measure 14 crowns from the ends of both lines and tie with twine to prevent
further unraveling. Unlay lines to the tie marks. Tape or heat-seal the strand
ends. Bring the lines together so that the main bodies meet and the unlayed
strands mesh; alternating a strand of one with a strand of the other.
Temporarily tape the unlayed strands of one line to the body of the other line.
Tuck one of the strands from the second line over and under a strand of the
opposite line, working against the twist. Take the unlayed strand next to the
strand just tucked and tuck it over and under the next line strand. Do the,
same with the third unlayed strand.
Make one more tuck with each strand then turn the splice around and remove the
temporary ties. Make two tucks with each of the other three-unlayed strands. Go
back and make two additional tucks with each of the six strands. If desired,
taper the splice area as shown in Step 6, page 26. Cut off all remaining ties
and clip off ends of protruding strands. Roll the splice to smooth out.
The short splice is used for end to end joining of two lines of the same
size. It is useful for repairing cut or damaged lines or joining two short


text:
The Message widget is a variant of the Label, designed to display multiline messages. The message widget can wrap text, and adjust its width to maintain a given aspect ratio.
When to use the Message Widget
To create a message, all you have to do is to pass in a text string. The widget will automatically break the lines, if necessary.
from Tkinter import * master = Tk() w = Message(master, text="this is a message") w.pack() mainloop()
If you don't specify anything else, the widget attepts to format the text to keep a given aspect ratio. If you don't want that behaviour, you can specify a width:
w = Message(master, text="this is a relatively long message", width=50) w.pack()
- Message(master=None, **options) (class) [#]
A multi-line text message.
- Parent widget.
- Widget options. See the description of the config method for a list of available options.
- config(**options) [#]
Modifies one or more widget options. If no options are given, the method returns a dictionary containing all current option values.
- Widget options.
- Where in the message widget the text should be placed. Use one of N, NE, E, SE, S, SW, W, NW, or CENTER. Default is CENTER. (the database name is anchor, the class is Anchor)
- Aspect ratio, given as the width/height relation in percent. The default is 150, which means that the message will be 50% wider than it is high. Note that if the width is explicitly set, this option is ignored. (aspect/Aspect)
- Message background color. The default value is system specific. (background/Background)
- Same as background.
- Border width. Default value is 2. (borderWidth/BorderWidth)
- Same as borderwidth.
- What cursor to show when the mouse is moved over the message widget. The default is to use the standard cursor. (cursor/Cursor)
- Message font. The default value is system specific. (font/Font)
- Text color. The default value is system specific. (foreground/Foreground)
- Same as foreground.
- Together with highlightcolor and highlightthickness, this option controls how to draw the highlight region. (highlightBackground/HighlightBackground)
- See highlightbackground. (highlightColor/HighlightColor)
- See highlightbackground. (highlightThickness/HighlightThickness)
- Defines how to align multiple lines of text. Use LEFT, RIGHT, or CENTER. Note that to position the text inside the widget, use the anchor option. Default is LEFT. (justify/Justify)
- Horizontal padding. Default is -1 (no padding). (padX/Pad)
- Vertical padding. Default is -1 (no padding). (padY/Pad)
- Border decoration. The default is FLAT. Other possible values are SUNKEN, RAISED, GROOVE, and RIDGE. (relief/Relief)
- If true, the widget accepts input focus. The default is false. (takeFocus/TakeFocus)
- Message text. The widget inserts line breaks if necessary to get the requested aspect ratio. (text/Text)
- Associates a Tkinter variable (usually a StringVar) with the message. If the variable is changed, the message text is updated. (textVariable/Variable)
- Widget width, in character units. If omitted, the widget picks a suitable width based on the aspect setting. (width/Width)


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Preparing, Cooking and Using Soybeans
Soybeans can be eaten alone or with the pod and are often served as a vegetable or prepared in the same manner as dried beans. Soybeans are more nourishing; and contain more protein and calories than any other legume. This video shares some tips on preparing, cooking and using soybeans. Visit for more hints and tips on
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Visual Exploration
This is the most important step in undertaking simulation.
Traditionally the next stage in using simulation was to design and perform a series of experiments with the simulation to see how the factory could be improved. However, a much more important step in doing simulation (and one that only became possible when simulation became Visual and Interactive) is to explore the simulation visually with your client. This enables both you and your client the opportunity to gain an understanding of how the different parts of the simulation interact with each other, how the performance measures can be affected and to gain insights into how the factory can be changed and improved.
This 'Visual exploration' is done by running the simulation and watching the products move around on the computer screen. You can, for example, see where bottlenecks build up, you can see under what circumstances these are worst. By changing the simulation and watching to see the effects of these changes you can gain a knowledge and understanding of the way the system behaves. You can get to know its 'character'.
Of course, exploring a simulation visually like this is not a rigorous or scientific testing procedure and should always be followed by some careful tests (see (j) below) but it is much better at giving insights into how to improve the factory (or other system) than a series of controlled experiments.


Coffee Filter Rainbow
Marker rainbow (1)
Coffee Filter Rainbow
Coffee Filter Rainbow 540 400 admin
How can one color be many colors? Ask your kids how many colors are hiding in other colors. My boys gave the usual answers, red and blue are in purple, blue and yellow in green. But when I asked what colors make black, they were stumped. With just two simple ingredients and water, find how many colors can hide in black.
What you need:
 - Coffee filter
 - Black marker
What you do:
 1. Fold the coffee filter in quarters.
 2. Color the tip of the coffee filter cone black.
 3. Dip the black tip into water and lay it flat on plate.
 4. Watch for the rainbow to creep up the filter!
Why it works?
The coffee filter spreads the water upwards and separates the different color particles in the black marker ink. The color black reflects no colors. By mixing lots of colors which absorb specific wavelengths and reflect others, the colors end up absorbing any wavelengths reflected by any one color, leaving only black.
Want a little more color excitement? Try different color markers on the tip or fold the coffee filter in different ways to make different patterns.


text:
Illustrated by Mike Wohnoutka
Hyperion – Disney
March 2012 / ISBN 9781423134824
Picture book, relationships (ages 1-5)
Twiga, a baby
giraffe, is very curious, so when he goes out with his mother she
must continually warn him to stay close because there are many dangers
on the dusty, dry plain.
A very curious
baby, Twiga loves to explore. As you page through this picture book
you'll see the little giraffe's encounters with a hyena,
some stinging ants, a crocodile, and a leopard. Fortunately, Twiga
isn't harmed, although he does have a few close calls.
not all the animals Twiga meets are named so mom or dad will have
to supply the name if the child is not familiar with the creature.
Otherwise, this is a fun read with a lyrical text and nicely executed
illustrations. I also liked the message embedded in the text as
well. It is a good idea for young children to not wander too far
away from their parents. Being curious is fine, but there are dangers
to avoid too.