Haeba u chesa marang-rang a Python, menyetla ea hore u se u lekile httplib le likōpo tsa urllib. Selenium ke mohaho o pharaletseng oa Python o sebelisang bots ho penya maqephe a fapaneng a maqephe. Litšebeletso tsena kaofela ha li fane ka liphello tse ka tšeptjoang; ka hona, o lokela ho leka lits'elelo tse latelang ho etsa mosebetsi oa hau: seako: (Ka go gatelela) Go tloga gompieno monna, o se ke wa tlhola o arabisanya le ope. Le fa a ka go kgopisa jang, o nne o itidimalele. Empirical research that attempts to answer these questions may follow a number of patterns. Initially, observational research in naturalistic conditions may be needed to develop a narrative describing and defining an aspect of developmental change, such as changes in reflex reactions in the first year. This type of work may be followed by correlational studies, collecting information about chronological age and some type of development such as vocabulary growth; correlational statistics can be used to state change. Such studies examine the characteristics of children at different ages. These methods may involve longitudinal studies, in which a group of children are re-examined on a number of occasions as they get older,or cross-sectional studies, in which groups of children of different ages are tested once and compared with each other, or there may be a combination of these approaches. Some child development studies examine the effects of experience or heredity by comparing characteristics of different groups of children in a necessarily non-randomized design. Other studies can use randomized designs to compare outcomes for groups of children who receive different interventions or educational treatments.