Problem: Write an article based on this summary: Learn about your students' needs. Make the physical environment accessible. View each student as an individual. Avoid assumptions. Watch your tongue. Guide student behavior. Work with everyone involved.

Answer: Get to know each student one-on-one. Your classroom may include students who have some disability and students who have none, and specific disabilities may vary among students who face them. To promote an inclusive environment, you'll need to know which needs exist and must be met.  Keep in mind that no two disabled students are the same. Some disabilities exist on a spectrum (such as varying degrees of low vision), and others are extremely complex (such as autism). Talking to the parents/guardians, and getting to know the child, will help you understand their unique needs. Recognize that not all disabilities may be diagnosed yet. Sometimes, people close to the child haven't recognized that the child is different or struggling. You may have several students with unrecognized disabilities. Don't assume that you can defeat or cure disability. Instead, work with the child at their level, and encourage them to gain skills one step at a time. You'll need to use the right tools if you want to meet the needs of students in your classroom. A physical environment that is somehow “off limits” to some of your students will make it impossible for those students to learn or feel welcome.  The exact tools will vary based on students' needs. For instance, students with vision impairments may need materials in large print or Braille. Those with speech impairments may benefit from speech synthesizers. Those with hearing impairments may need a sign language interpreter and subtitled instructional videos.  Some students will have needs that are not immediately obvious. For instance, some autistic students may have a sensitivity to light and sound, so rooms with soft light and minimal noise create a preferred learning environment. Unfortunately, even well-meaning individuals can end up labeling disabled students by their disabilities. Instead of fixating on the things your students cannot do, focus on your students' abilities and individual accomplishments. Viewing disabled students with pity or guilt does not empower them. Instead, you may accidentally send the message that they are less capable or less whole. Mean-spirited assumptions aren't the only hazardous ones to watch out for. In fact, well-intended assumptions can be just as damaging and might be harder to prevent. If one of your students appears to need help with something, ask instead of automatically jumping in to help. Some students may prefer to work through certain difficulties themselves. Others may appreciate your help, but may also want you to help using an approach you may not have thought of. Language is important when creating the right attitude. As a general rule, use language that affirms the identity of each student while avoiding language that is considered derogatory or language that otherwise focuses on the disability instead of the individual.  Refer to disabilities in simple language free from emotional judgments. In other words, instead of saying that someone "suffers from" or "is crippled by" a given disability, it would be better to simply state that they are "a person with" that disability (or, in the case of deaf, blind, or autistic people, a "_____ person"). Over-sensitivity can actually be harmful, too. Awkwardness over common phrases can draw unwanted attention to an impairment and may make a student feel more left out. If such phrases come up, it is best to gloss over them without making a fuss about them. For instance, if you or another student says "see you later" to a blind student, it is best not to point out the awkwardness of such a phrase unless the blind student indicates that they are upset by the remark. As the instructor, you must guide non-disabled students in your classroom as they interact with their disabled peers. Encourage a positive and cooperative attitude among all classmates under your care.  Pay attention to your own biases and preconceptions, then correct those errors as soon as possible. You will serve as a role model to your students, and poor behavior you demonstrate will be taught to them. Set ground rules regarding discussion and classroom behavior. When someone violates these rules and behaves inappropriately to another student, point out the violation and issue an appropriate consequence. Follow through consistently regardless of whether or not disabled students are involved and, if so, regardless of which position they find themselves in (i.e., the attacker or the victim). Don't enforce rules with disabled students that non-disabled students can get away with breaking.  Nip bullying in the bud. Make it clear that students need to respect others' boundaries, praise students for intervening if they see bullying, and take victims seriously if they report being bullied. In most cases, others will be actively involved in the care and education of the disabled students in your classroom. Work directly with these guardians, counselors, and advisers when addressing those students' needs.  Discuss your students' needs with their guardians. You may have insight to share with them, and they will almost certainly have insight to share with you. Depending on the circumstances, students with disabilities may need therapy from an outside specialist. These specialists may work through the school or may come from another source. Either way, it can be to everyone's benefit to communicate with such specialists when determining the best way to arrange classroom activities and instruction.


Problem: Write an article based on this summary: Determine your server's address. Forward a port on your router Open Filezilla. Click File. Click Site Manager…. Click New Site. Enter your server's address. Add the forwarded port number. Click Connect. Move files onto the server.

Answer: If you're paying for an FTP server through a hosting service (e.g., Bluehost), you'll need to know the service's IP address or regular address in order to connect to it. If you're hosting your own server from your computer, you'll use your computer's IP address, which you can figure out by entering ifconfig in Terminal and then reviewing the "inet addr" number. If "ifconfig" isn't installed, you can install it by entering sudo apt-get install net-tools in Terminal. . Once you know your server's IP address, you'll need to forward your router's port 21 slot to that address; make sure that the port uses TCP (not UDP or a mixture of the two). Port forwarding varies from router to router, so be sure to check the linked article or your router's documentation for instructions. Type filezilla into Terminal and press ↵ Enter. After a moment, FileZilla will open. If you want to connect via Terminal, you can try typing in ftp [address]. As long as your server is running and you have Internet access, this will attempt to connect to your FTP server; however, you may not be able to transfer files. It's in the top-left corner of the FileZilla window. Doing so prompts a drop-down menu. You'll find this option in the drop-down menu. The Site Manager window will open. It's a white button in the lower-left side of the window. Doing so opens the New Site section of the Site Manager. In the "Host:" text field, type in the address (or IP address) of the FTP server to which you want to connect. Type 21 into the "Port:" text field. It's a red button at the bottom of the page. Doing so will prompt FileZilla to connect your computer to your FTP server. You can click and drag folders from the left-hand window into the right-hand window to upload them to your FTP server page.


Problem: Write an article based on this summary: Go to a doctor if you notice any of the symptoms listed in this article. Be aware that there are three grades of ACL injury. Have a doctor perform the Lachman test. Be prepared for the Pivot Shift test. Have an x-ray taken of your knee. Know that an MRI might need to be done.

Answer:
While you may be able to use this article as a guide to help you figure out if you are injured, you still must go to the doctor to get a professional diagnosis. It would be bad to think that you are ok, only to put pressure on your knee and injure it further. Schedule an appointment for as soon as possible after the injury. If you can, you may also go to the hospital to deal with the injury right away. When your ACL gets injured, it is referred to as a sprain rather than a broken bone because it is a ligament (though it can feel as painful as breaking a bone). The term 'sprain' refers to more than just the stretching of the ligament, it is actually the classification the is used to refer to ligament injuries. There are three levels of ACL injury.  A grade 1 ACL sprain involves mild injury to the ligament. It has been slightly stretched but not torn. It can still sustain the knee joint and will help the leg remain stable. A grade 2 ACL sprain is when the ligament is stretched beyond its capacity to the point it becomes loose. This is when the technical term “partial tear of the ACL” is used. A grade 3 ACL sprain makes the knee joint unstable and the ligament is completely torn apart. You must have a doctor do this test—do not try it yourself. This is the preferred test for figuring out if you have a partial ACL tear because it can show that you have a partial tear even when the rest of the ligaments and tendons in your knee are uninjured. A doctor will: Have you lie down on a table. Your doctor will first look at your uninjured knee to see how far your shin moves forward when your knee is bent. Your ACL keeps your shin from moving very far forward. Your doctor will then look at your injured knee and see how far your shin moves forward when the knee is bent. If it moves forward further than normal but your doctor can still feel resistance, it means that you have a partial tear. If there is no resistance, your ACL has been fully torn. This test is meant to determine how much pressure can be put on your injured knee before it becomes unstable. Your doctor will move your injured leg a little ways away from your body (this is called hip abduction). She will then:  Straighten your leg while simultaneously press inward against the outer part of your knee and twist your leg outward. Doing this will show how well your ACL is functioning because it is a movement that only involves the ACL. Your leg will be slowly bent while continuous pressure is put on it. When your knee is bent at a 20 to 40° angle, your doctor will look at your shin bone. If the bone slides forward a bit it means that your ACL has been partially torn. While the ACL cannot be seen through an x-ray, your doctor can look for other evidence that you ACL has been partially torn. An x-ray of both knees is necessary to detect signs of injury such as fracture, improper alignment of the bony structures, and narrowing of the spaces between joints. All three of these injuries are associated with a partial ACL tear. Unlike an x-ray, an MRI will help your doctor to examine your soft tissue structures in your knee, including your ACL. Your doctor will also look at your meniscus and other knee ligaments to make sure that they are not injured. Your doctor might also request an oblique coronal image if he or she is still not sure about the extent of your injury. This image will give the doctor a better view of your knee in addition to the MRI.