Search results
Results from the WOW.Com Content Network
A dance card is typically a booklet with a decorative cover, listing dance titles, composers, and the person with whom the woman intended to dance. Typically, it would have a cover indicating the sponsoring organization of the ball and a decorative cord by which it could be attached to a lady's wrist or ball gown .
The following other wikis use this file: Usage on ast.wikipedia.org Estensiones del Alfabetu Fonéticu Internacional; Usage on da.wikipedia.org
Because punched card readers scan uniform rectangular holes in a precise arrangement, any damage to the physical card makes it unusable. In the 1950s and 1960s, when the use of punch cards became widespread, manufacturers printed a warning on each card reading "Do not fold, spindle or mutilate".
The following is a list with the most notable dances. Names of many Greek dances may be found spelt either ending with -o or with -os.This is due to the fact that the word for "dance" in Greek is a masculine noun, while the dance itself can also be referred to by a neuter adjective used substantively.
Practitioners of positive discipline believe that good behavior can be taught and reinforced while weaning bad behaviors without hurting the child verbally or physically. People engaging in positive discipline believe that they are not ignoring problems but dealing with the problem differently by helping the child learn how to handle situations ...
Heiko Zuki: Parallel or Double punch; Hasami Zuki: Scissor strike; Hasami Nakadaka Ken: Scissor Middle Finger strike (e.g. in the kata, Chinte) Jun Zuki or Oi-zuki: Step through punch; Kagi Zuki: Hook punch; Atama Shiri Uchi: Head-Butt strike; Kizami Zuki or Maete: jabbing punch (like a 'jab')
Dance engagements card for 11 January 1887, published by M W & Co Ltd (Marcus Ward & Co) 184 × 95mm (7¼ × 3¾in) (inside this dance engagements card is a list of all the dances for the evening – valse, polka, lancers and quadrille; opposite each dance is a space to record the name of the partner for that dance).
The findings show that implementing the Good Behavior Game successfully reduced disruptive out-of-seat and talking behavior. Each of the following procedural components contributed to its effectiveness: permission to leave school early, the number of marks chosen as a criterion, and the division of students into teams.