WordPress Dropdown Menu Guide How to Create One [for Beginners]

Want to learn how to set up a WordPress dropdown menu?In this article, well walk you through creating your dropdown menu step-by-step with screenshots!You can do everything with core WordPress functionality no need for a third-party plugin. Lets dive in If it does, then you can take advantage of the most popular way to create a WordPress dropdown menu (and one of the easiest).Even better?  If you choose to create a dropdown menu in WordPress by using the default menu option, you don’t have to worry about the menus disappearing when you switch up your theme or add new plugins!To get started, head to your WordPress dashboard and click on Appearance Menus.If you see a prompt telling you to create a menu, youll need to, as the prompt says, create a menu to get started. Ill show you that in Step 1. If, however, you already have a menu, complete with some links, you can jump straight to Step 2.Step 1: Create a menu (if needed)If you dont already have a menu, enter a name in the   Menu Name box and then click the  Create Menu button. The actual name isnt important just make it easy to remember:Step 2: Add links to menuOnce you’ve created a menu, it’s time to add links.To add links to your content, use the sidebar to check off which pages or posts you’d like to show up in your menu. Once youve selected the content you want to add, click the Add to Menu button.You can also get more creative and include custom links in your dropdown menus. To learn more about them, read this post.Step 3: Arrange menu items using drag and dropNow, you should have a list of all your menu items. To create your dropdown menu, you can use drag and drop to move the items you want to appear in the dropdown over. The parent item will appear on the main menu. And the menu items underneath the parent item will appear in the dropdown when a user hovers their mouse over the parent item:Once youre happy with the organization, click on  Save Menu.Step 4: Choose m enu locationOnce that’s done, you’ll need to figure out where you’d like your menu to show up on your website. The header is usually the best choice (no one wants to scroll to the bottom of your homepage just to find your â€Å"Contact† or â€Å"About† page!).You can choose where to display it in the  Menu Settings area:There are two things to note here:You might see different  Display locations because the actual names are different for each theme. Usually, youll want to pick something like Top Menu, Primary Menu, Primary, etc. if you want to make your menu appear in the header.If you check the Automatically add new top-level pages to this menu box, it will add any new pages you create to the menu. This can get cluttered fast, and isnt recommended!Once you save your changes, youre done!A more visual way to manage your dropdown menusAs an alternative to the method above, you can also manage your menus using the live preview.Clicking this button will bring you to your WordPress Customizer.While the interface looks a little bit different, all the same principles apply. Youll still be able to:Drag and drop menu items to create dropdownsChange menu locationsEtc.And the benefit is that youll be able to see a live preview of your WordPress dropdown menu in real time.3 quick tips for using dropdown menusNow that you know how to properly set up a WordPress dropdown menu, we wanted to give you 3 quick tips to keep in mind:When using the default WordPress dropdown menu option, you’re able to arrange where you place your sub-menus. For example, if your menu is titled â€Å"Food† and you want â€Å"Breakfast† to appear before â€Å"Dinner†, simply drag and drop breakfast to the top!When creating menus, title them appropriately! For example, if you have a menu titled â€Å"About†, you wouldn’t want to have your â€Å"Contact† and â€Å"FAQ† in the dropdown menu. On that note, we suggest having â€Å"Contact†, â€Å"FAQ†, and â€Å"About† as separate menu options.As a general rule of thumb, you shouldn’t put all of your eggs in one basket. In this case, don’t create one menu and throw all of your sub-menus into it.As long as you keep those 3 tips in mind when creating your WordPress dropdown menus, you’ll be good to go!Final thoughtsIf you follow the step-by-step instructions we’ve provided, you’ll easily be able to create WordPress dropdown menus in just a couple minutes.WordPress allows you to customize nearly everything on your website, so there’s no reason you shouldn’t be creating user-friendly sub-menus. Especially since they help your customers navigate through your website.Do you have any other questions about how to create a WordPress dropdown menu? Leave a comment and well try to help out! #Learn how to create a #WordPress dropdown menu in just a few minutes #tutorial

A Close Reading and Analysis of Top Hat (1935) essays

A Close Reading and Analysis of Top Hat (1935) essays Top Hat is one of the all time great musicals of the 1930s, and is the epitome of the RKO productions of the time and of the films of Fred Astaire and Ginger Rogers. It had a familiar cast and plot structure, Astaire as an entertainer who stumbles upon love, which called for many to consider it as simply a remake of their earlier film The Gay Divorcee (1934). It was one of the nine films that Astaire and Rogers made for RKO and was probably the best, if not the most successful in financial terms. It is a fully integrated musical, it flows from action and dialogue to the numbers with complete ease, this is unlike arrogated musicals such as Gold Diggers of 1933 (1932). The narrative structure of the films all followed a similar path; we see a recycling of the theme of a romantic young couple and their exploits, which lead to their falling in love usually paired up with older couple that usher in the comedy and misunderstandings as we have seen in Top Hat with Fred and Ginger alongside the Horace and Madge characters. A second structure seen is that of a young comic couple and their pairing with a similarly aged couple who are an opposite of them. Like most of the Astaire and Rogers films it is also a comedy and uses many generic traditions to achieve the comic goal. The film begins in London with Fred arriving to perform in a show, we are placed in a gentlemans club that is a full on satire of the upper class. The young, stylish, excitable American surrounded by a group of stuffy old men whose need for silence is laughable. We then move onto the hotel, which brings a number of familiar stereotypes, the design is of an art deco style. Lavish white on white sets were a constant in these films, most were shot during the depression of the 1930s so the theme of escapism was popular. The view of a utopian society was often portrayed through extravagant...

Synonyms for Car

Synonyms for Car Synonyms for â€Å"Car† Synonyms for â€Å"Car† By Mark Nichol The question of how to refer to one of the most integral artifacts of modern civilization illustrates the value of synonyms: The word a writer uses to refer to a car can assign value to that object and help the reader gauge nuances of the writer’s tone. Car is a perfectly suitable, utilitarian word, but so many other possibilities await the resourceful writer. The formal term, automobile, and its truncated form, auto, are useful for elegant variation, conveyance conveys a highfalutin feel, and motorcar has a vintage connotation. Meanwhile, vehicle is inclusive of other types of motorized transportation. For mock-poetic humorous effect, a writer might refer to his or her chariot or phaeton. (The latter is one of many synonyms for carriage, most of which, like phaeton, are obscure but can, given supporting syntax, be clear to the reader.) More informally, among other possible jocular references are buggy for a small, humble car and â€Å"babe magnet† (or my own clunky but precise coinage, â€Å"midlife-crisis-mobile†) for a particularly sleek, sporty car. (Of course, â€Å"babe magnet† can also be applied ironically to a car that is anything but alluring.) Words and phrases that describe the category or size of vehicle include compact, convertible, coupe, hardtop, hatchback, sedan, â€Å"sports car† (or roadster, which can have a jaunty tone in the midst of lighthearted language), â€Å"sport utility vehicle,† â€Å"station wagon,† subcompact, truck, and van. Specific car brands inspire nicknames: Beamer or Beemer (BMW), Chevy (Chevrolet), Lambo (Lamborghini). Pejorative terms include beater, bucket, clunker, crate, heap, jalopy, junker, rattletrap, and wreck. (â€Å"Gas guzzler,† meanwhile, emphasizes a car’s lack of fuel economy, and â€Å"land yacht† also indicates excessive size.) Among the celebratory slang terms are ride (an example of a verb converted to a noun) and wheels or â€Å"set of wheels† (examples of synecdoche, in which the name of a part represents the whole). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleRound vs. AroundRunning Errands and Doing Chores

My Personal Pedagogy Essay Example | Topics and Well Written Essays - 3000 words

My Personal Pedagogy - Essay Example This essay shall demonstrate how my personal philosophy and pedagogy works together to define the kind of teacher that I am and strive to be. It will discuss four aspects of my pedagogy namely assessment, planning, implementation and evaluation as underpinned by my values of being a lifelong learner, being reflective, valuing positive, respectful and harmonious relationships and listening with an open heart and mind (as seen in Appendix 1).Edwards & Nuttal’s (2005) contention is that pedagogy is more than just understanding children and the curriculum and how they fit together to suit children’s learning. It goes beyond that. I agree with them that pedagogy also involves understanding the children’s contexts, personal experiences outside the academic sphere and factors around the wider community (Edwards & Nuttal, 2005). Such a viewpoint elevates the educator as an â€Å"active interpreter†(Edwards & Nuttal, 2005) of the context of children’s learni ng and not a mere interpreter of a prescribed curriculum. As an active interpreter, I believe assessment of children is the keen observation of how children learn, grow and develop and interpret these observations in accordance to the expected developmental milestones for their particular stage of development. It is all about my knowing more about children through noticing and recognizing their learning preferences and disposition for learning (Claxton & Carr, 2004). I try to see how curious, they are and how persistent and open they are in learning what they want. I try to see how curious, they are and how persistent and open they are in learning what they want. My assessment of children is guided by what I know about how they should be behaving, thinking, feeling, interacting, communicating, etc. at their particular age level (Fleer, 2006).I know that even if there are patterns of development, they are still unique individuals who possess their own individual personalities and abi lities. When I do observe them, I gather information about them so I can further improve outcomes for them with the planning that I will do for and with them. My reflection in Appendix 2 shows how I have observed children’s interests to further their learning while it also enhances my own learning. As a teacher, I have engaged in never-ending observation as a way to â€Å"obtain information†, (Quality in Action, 1998, p. 86). This is part of my value of learning. I always strive to be a keen observer as I look into their interactions, choice of resources, use of language (see in Appendix 3). In that reflection, it shows the change in how I believed learning should be, as I used to think it was more academic learning that should be pursued. But working in a real early childhood centre has made me realize that learning is more about child-centred initiations such as engaging in play, arts, sports, etc. to pursue their own interests so they fulfil their hunger for learnin g rather than from a teacher-directed activity, although I am not saying children will not learn from that too. Also in the assessment example in Kei Tua ote Pae (MoE, 2004), I agree what the social-cultural theory (Vygotsky, 1978 ) recommends - an assessment method which gives children the power to set their own goals, assess their own achievements and become responsible for their own learning. This is exhibited in the portfolio of their works which give voice to children’s thinking and abilities (Ministry of Education, 2004, 2005) (see in appendix 4 ). My value for positive, respectful and harmonious relationships also pushes me to observe the children with their families so I am able to see the dynamics of their relationship. Part of my assessment includes that I get to know about the children’s whanau and ask about what goes on in their families in such a way that I maintain a respectable distance so I do not probe too personally (as see in Appendix 5). I agree wit h Rinaldi (2001) contention that making child’

Financial Reporting and Analysis Essay Example | Topics and Well Written Essays - 1000 words

Financial Reporting and Analysis - Essay Example NBA franchise and other intangible assets have a value of $164,703 $164702 and $165 035 in years 1996, 1997, and 1998 respectively. This shows that the method of amortisation reflect the pattern of the usage of assets in generation of income. NBA intangible assets are defined in cost less amortisation that has accumulated. Straight line method spread over the useful estimated lives of the intangible assets which is generally 3-7 years provides the amortisation. b) Discontinued operations are referred to as parts of an entity that has been sold or has been put into held for sale grouping. While evaluating the future success prospects of an organization, an investor who has existed or a potential investor who will invest in future would remove the discontinued operations from consideration because these items have no bearing or effects on the future. The concern of the management is that some operations are discontinued to improve the results of the continuing operations. The operation s and cash flows of the part has been removed from the ongoing operations and the entity will not have a significant involvement in the operations of the discontinued part after the transaction of disposal is made. c) Team costs and expenses increased between 1996 and 1997 from $27,891,264 to $40,941,156. This is because of after discontinuing some operations, it would require a major effort to re-establish the operation and requires significant effort and budget to continue the operations as before. This may need extra marketing, extra staffing. There can be a possibility of increase in the cost of living between the two years which would subsequently raise the amount of team costs and expenses. d) Net income was $420,306 and $12,267,317 in year 1997 and 1998 respectively. This was a hefty rise in the value of income. This is because of higher revenue that was gained. Higher revenue resulted from ticket sales and also from Television and radio broadcasting fees in 2008. By constant winning of games, heavy promotion and advertisement through the television and broadcast and also through reaching a wide fan base by selling many tickets resulted to the higher income. Through maintaining lower expenses such as team costs and expenses, selling and promotion, general and administrative in the year 1998 resulted to an increase in net income. e) Noting that net income was higher in 1996, distributions declared were higher in 1998 than in 1996, with $0.50 per unit. Distributions are that portion of corporate profits that is made by a corporation to its shareholders. Net income can either be re-invested in the business or distributed to stockholders. In 1996, the main source of the net income was from the discontinued operations income. This income was better invested back to the business instead of distributing it to the shareholders. This would help avoid double taxation and be realised as capital gains. Case 10-7 Cash movements and Periodic Income Determination a) I ncome determination is not an exact science. It is the best estimate of determination of what will be the base of individuals’ income on the evidence the individual presents. The base period can be the month for which revenue verification and identification of an individual is a requirement. Month’s income is used for the projection of income. Income averaged and a conversion factor can be used to reach at a quantifiable monthly income. b) Cash flow estimation is the prediction whose main purpose is the anticipation of the disbursements and receipts of cash. It is a fixed amount of time that it covers. Cash sensitivity and aggressiveness determines the penetration

Community Service Project Essay Example for Free

Community Service Project Essay In order to graduate some people feel as if teens should have a community service project. Should they have a community service project? As like many things doing a community service project can have some good things to it like for instince helping others at free will with no money or keeping teens out of trouble. But we have found more bad reasons to this rather than fiinding good ones. Here are some of these reasons, like many people in this world most teens do not have transportation and not havinig transportation is a bad thing it could result in people not getting what they need to get done. Think if teens do not have transportation how will they be able to do their community service project? Some more supporting reasons on why we should not have a community service project is what if the teens have a job that they have to go to as soon as they get out of school? Most teens are out here working and may not be able to fit this time consuming project in to their schedule so therefor it would be very stressful for them because they would not be able to get it done and they would probably fail which would not be good because most teens have plans for college and what about supervision during this project will the students be supervised? Who would watch the teens and acually make sure they actually do their community service project instead of faking it. We would end up needing some people from the school to make sure that they actually did their project instead of faking it and what about safety issues? Some one could get hurt doing their project and no one would know it unless we had them supervised. Which is another reason of why doing this community service project would be a bad idea. Sometimes people also get very sick and can not move around that well. If someone is sick they will not feel like doing much moving around. So how would they do their community service project if their really bad off they would not be able to. Most teens also would not want to do this project because it is time consuming and would take time off of their own time and they would not be able to spend time with their family like they hope to do on the weekends that their off of school. A lot of teens out here have health issues going on or some problems in life that they may be facing so it would definitly be very stressing if they could not get it done. Also what about the school would they be willing to do the project during school they probably would not be able to fit this in their schedule. In my personal opinion I think that this would not be a good idea because there is way too many bad reasons rather than good reasons for this community service project and people would have a lot of issues getting it done and it would make it very hard and stressful on them. So should teens have a community service project? No because there is to much bad ideas on this project.

A Look At Picasso :: essays research papers

Picasso’s Guernica is unique and unlike any other photograph or painting of a historical war scene. Historical photographs show scenes and capture moments in time, but when viewing them an intangible â€Å"wall† exists between the viewer and the photograph. The difference between photographs and original paintings is that the painting allows the viewer to break through the â€Å"wall† and actually experience the feelings and emotions expressed in the painting. â€Å"We only see what we look at and to look is act of choice.† (â€Å"Ways of Seeing† 8) â€Å"The photographer’s way of seeing is reflected in his choice of subject, they are showing you what they want you to see.† (â€Å"Ways of Seeing† 10) Photographs are taken for a reason; there are many other angles or other scenes a photographer can choose from and it is up to the photographer to decide which one the viewer sees. In essence, the viewer only sees one aspect of the image captured with the lens of the camera. For example, â€Å"when only the head of a figure is visible in a picture which appeals to visual thinking—as distinguished, for example, from a news photograph which many make use of the sense of sight merely for the purpose of informing us of what went on in a certain place—that figure is always to be seen as being incomplete.† (Arnheim 11) The eye cannot continue beyond the borders of the photograph and the wholene ss of the picture is lost. In a painting, the artist has painted all of the elements to be seen simultaneously. â€Å"The spectator may need time to examine each element of the painting but whenever he reaches a conclusion the simultaneity of the whole painting is here to reverse or quality his conclusion.† (â€Å"Ways of Seeing† 26) A painting maintains its own authority, the painting does not capture momentary appearances it creates its’ own. In doing so the viewer becomes a part of the painting, when the viewer steps away from the painting he is no longer an influence or a part of the painting. Paintings can not be seen in two places at the same time, â€Å"when the camera reproduces a painting, it destroys the uniqueness of its image.† (â€Å"Ways of Seeing†13) The uniqueness is destroyed because the painting now travels to the spectator rather then the spectator to the painting. â€Å"The viewer, views it in his or her surroundings and it is influenced by their surroundings.