There are certain behaviors that may indicate inhalant abuse. These include odd smells of chemicals on your child's breath or in his room. You may also find stashed or hidden paint cans or cleaning materials around his room or around your house. He may also have stains or marks left on his hands, his clothes, or on his face from paint or markers used as inhalants. There are materials that are associated with the dispersal of inhalants. Inhalant abuse can be done using the inside of a paper or plastic bag, in balloons, or through a saturated cloth. Look for these materials in your child's room or notice if he carries them around. Immediately after inhaling the product, the person experiences a sense of euphoria as well as dizziness or faintness. They will also have incoherent or slurred speaking and poor coordination. Following this initial feeling of being high, many who abuse inhalants will experience:  Sleepiness Lack of inhibition Irritation Faintness Hallucinations or delusions  Nausea Slurred speech Changes in mood Decreased appetite If your child has been abusing inhalants for a long time, there are additional symptoms that might arise. Long-term inhalant abuse can produce apathy, depression, and poor judgment. Because inhalants affect the nervous system and increase levels of dopamine, causing great pleasure and reward, inhalant abuse can become habitual and addictive. Long-term inhalant abuse has been linked to a greater risk of STDs, including HIV/AIDS and hepatitis. There is a link between inhalant abuse and developing tumors as well as a decreased immune system. Additional dangers include bone marrow loss, hearing loss, and heart and lung damage. In some cases, inhalant abuse can cause death when the person uses a very potent or highly concentrated substance, which causes suffocation or heart attack. This has been termed sudden sniffing death. Chemicals that are associated with sudden sniffing death included chemicals from air conditioning coolant, butane, electronic contact cleaners, some aerosols, and propane.
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One-sentence summary -- Look for the behaviors associated with inhalant abuse. Learn the delivery method. Notice the behavioral and physical effects. Recognize long-term behavioral effects. Understand long-term medical effects.

Q: If you grazed your skin when falling outside, there may be foreign objects lodged in the graze. These should be removed before you clean and dress the wound. If left in, they can cause infection. You can usually run water over the wound to remove things like dirt and debris. You should not leave dressing on the wound for too long. This can increase the risk of infection. Make sure to change the graze's dressing at least once a day. Early on, you may have to change the dressing more. If the bandage gets wet from pus or blood, change it. Understanding the risk factors for infection is important. You should be more vigilant about checking the graze if it was accrued under certain circumstances.  If any dirt or bodily fluids from another person got in the wound, you're at an increased risk for infection. A wound caused by a human or animal bite is at a greater risk of infection, though these wounds are usually deeper than a graze.  If your wound is longer than 5 centimeters, or 2 inches, it's more likely to become infected.
A: Remove any foreign bodies from the graze. Change the graze's dressing regularly. Learn the risk factors for infections.

Article: Unlike in print handwriting, you will want to begin by teaching the lowercase letters first. Lowercase letters tend to be easier to form than many of the uppercase ones, and many are also quite similar to the way they are printed. Once the student has mastered the lowercase letters, you can begin with the uppercase letters. These should be taught second because they are complex to form, and are also used less frequently than lowercase cursive letters. In cursive handwriting, you will find that some letters are formed using a similar stroke to others. It will be easiest for the student to get the hang of drawing the letter correctly if they are able to practice similar letters at the same time.  Group the “round” letters together. The letters, a, d, g, q, and c are all formed in a similar way. So have the student begin by practicing with these letters. Move on to the “climb and slide” letters. These letters are all formed by drawing an upward stroke followed by a downward stroke, and includes the letters i, u, w, and t.  Practice the loopy letters. These letters will all be formed by drawing a shape that involves a loop. It includes the letters e, l, h, k, b, f, and j. The “lumpy” letters include all the letters of the alphabet that will be formed by drawing a hump and includes the letters n, m, v, and x. Finish with the “mix n’ match” letters. These letters include p, r, s, o, y, and z, and were put into this category because they require movements used in two or more of the previous categories. It is best to teach these last so that the student will have a chance to practice the easier formations first. In order to draw the letter correctly, the student will first need to be shown how the letter should be formed.  You can do this by drawing the letter slowly and carefully on the board or you can do it on a sheet of paper. You can also search the internet for animations of how each letter is formed if you aren’t sure how to draw the letter properly or if you want the student to be able to watch the letter being drawn over and over. Search the internet for “animated letter formation” plus the letter you want to show them. As with print writing, the student will need lots of practice to get each letter right. You can search the internet for worksheets, or make your own. Whether you make your own, or print them out, it is good to start with a worksheet that includes a drawing of the letters the student is learning along with a place where they can draw the letter next to it. Make sure they have many chances to practice each letter. As with print handwriting, the key to successfully writing in cursive is to practice. This will help them to develop their muscle memory. Encourage them to try writing in cursive any time they have to write something. Try to check their work to catch any mistakes they are making. If mistakes aren’t corrected early on, they may develop a habit of forming the letter in the wrong way. This will be difficult to change later on.
Question: What is a summary of what this article is about?
Teach lowercase letters first. Group the letters together based on how they are formed. Show the student how each letter is formed. Have the student practice with worksheets. Remind the student about the importance of practice.

Article: Spray each spot a few times, and allow it to seep into the area where the mold smell is. This will help to remove mold odor from within your car. Do not over saturate the area with air freshener. If you do, blot the area dry. Allow this to seep into the carpet. After about two hours, vacuum the excess baking soda with a portable handheld vacuum or shop vacuum. It is perfectly safe to use laundry detergent on your car floor's and upholstery to remove stains, mold, or any other culprit causing unpleasant smells.  Remove any stuck-on grim or substance with a putty knife or spatula. Mix two tablespoons of laundry detergent with eight ounces of water into a spray bottle, and get the affected areas wet. After allowing the cleaning solution to set for a few minutes, begin blotting up the area by padding it with a white wash cloth. Soak up the remaining moisture with a shop vacuum when done. Check the extent of the damage. Mold or mildew that has soaked through to the padding of cushions needs to be cleaned by a detailing company that has access to fumigation. Call around to your nearest car care professionals to ask about pricing. This service could be expensive.
Question: What is a summary of what this article is about?
Spray the designated areas with an air freshener. Sprinkle baking soda inside the car where the moisture and mold is. Shampoo the floor and mats. Go to a car care professional.