Write an article based on this "Gather your supplies. Turn off the curling iron. Make sure that your curling iron is not hot."
article: You will need a cleaner, a cloth or paper towel, and, possibly, a small scrub brush. Instead of using an all-purpose cleaner, you can use rubbing alcohol to clean the iron. This has the benefit of evaporating and not leaving a strong smell.  Any general purpose cleaner will also work, although a cleaner with a strong smell could linger and eventually the smell could be transferred to your hair when you use the curling iron again. You can also make your own cleaning solution. Simply add one part baking soda to two parts water. This mixture can be used just like a commercial cleaner. The baking soda serves as a gentle abrasive that is good at cleaning off hairspray. A small brush that is easy to find is an old toothbrush. However, make sure that the toothbrush is very clean, and that no toothpaste residue is still on it. It can be very painful to get an accidental burn from a curling iron. Because of this, you should always make sure a curling iron is turned off before attempting to clean it. Even if the curling iron isn't on or hot, make sure it's unplugged. This will reduce the risk of electrical shock. A turned off and unplugged curling iron can still be too hot to touch. If you have just used your curling iron, you will need to wait a while before attempting to clean it. While some suggest cleaning a curling iron while it's still a little warm, it's best to clean a completely cold curling iron for safety. You may even want to clean it when you have not used the iron on that day. This will help to avoid the risk of getting burned.

Write an article based on this "Read the key on the pedigree and identify the oldest generation. Determine whether the trait has shown up in every generation. Analyze the pedigree for recessive carriers. Determine whether the trait is sex linked."
article: If you are looking at a pedigree that traces a specific trait, there should be some information included about what trait it is tracing. To trace the trait, start at the oldest generation. This will allow you to see how it has been passed down through the generations. Look for a roman numeral on the side of the pedigree that shows which generation is number 1.  If there are no roman numerals included on the pedigree you can still easily determine the first generation. Look for the subjects that only have a line indicating a reproductive relationship connected to them. This indicates that the subjects below them are their children and their parents are not represented on the pedigree. The pedigree should also give you information about all of the symbols on the pedigree that are not standard. By looking at the symbols on the pedigree you can see who has been affected by the trait and who has not. Look for filled in circles and squares to see who has been affected. In some cases, just by looking at who has been affected by a trait you can trace it through every generation. If every generation has an occurrence of a trait then that trait is called dominant. A dominant trait is one that is will always be expressed if it is present in someone's DNA. As a genetic trait is passed down, there can be people or animals who carry the trait in their DNA but are not affected by the trait. To determine if someone is likely a carrier of a trait, you need to look at the generation before them and the generation after them. If the generation before this person was affected by the trait and a person after them is affected and has no other relatives that have a history of this trait in their family, then that person is a carrier. Determining who a carrier is can be difficult when a person has several ancestral lines that could be the source of a trait. By tracing the relationships in a pedigree and seeing who had a trait and who did not, you can get insight into whether the trait is carried on the sex chromosomes, called the x and the y. Look closely at parent and child relationships and see which parents and children had a trait and which did not.  For example, if males of every generation have the same genetic trait, then that trait is likely carried on the y chromosome, which females do not have. If a trait impacts both males and females, it is not linked to sex and is carried on a different type of chromosome. This type of trait is called an autosomal trait.

Write an article based on this "Read to your child every day. Play word games with your child. Look into applications and assistive technology for your child. Designate a comfortable study area for your child at home. Invite your child to participate in decisions about their care. Talk with your child about their condition. Offer your child love and support. Be patient with your child."
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Reading regularly to your child is always important, but this is especially true for children with dyslexia. Set aside time every day to bond with your child over some books, magazines, or even the newspaper comics pages.  Reading to your child will help them build positive associations with reading. It will also ultimately make it easier for them to learn to read, since it will expand their vocabulary, enhance their thinking skills and creativity, and help them build familiarity with the basics of reading.  Do your best to make reading with your child a positive and happy experience for both of you. Find reading material that your child finds interesting and make it a fun daily ritual. You can also try listening to audio books with your child, then reading the same book together once your child is familiar with the story. When you’re reading to your child, choosing material that they find exciting and interesting is more important than selecting something at their reading level. For example, even if your child isn’t ready to read chapter books on their own, you can still start reading more advanced books to them if they’re interested. Children with dyslexia may benefit from games that encourage them to think about letters, words, and sounds. Try to incorporate these little games into everyday conversation with your child.  For example, if your child is a toddler, try doing nursery rhymes and poems that go along with gesture games, like “Patty Cake.” You can also point out words that rhyme during regular conversation. E.g., “Let’s look for a book. Hey, ‘look,’ ‘book’—that rhymes!” For older kids (e.g., pre-k and elementary school aged), try more complicated games. For example, you could ask a riddle, like “What rhymes with ‘hat’ but starts with c?” You can also ask them to sort objects into groups based on which letter sound each word starts with (e.g., buttons, books and beads versus cups, cans, and clothes). Some kids with dyslexia can benefit from technological aids that help them read and write. These tools give kids greater control over their reading and writing experience, boosting confidence and making it easier for them to do schoolwork or read and write for fun. Examples of assistive technology include:  Text-to-speech software, which can allow kids to see text visually while listening to it aloud at the same time. You can find free text-to-speech tools, like Balabolka or Natural Reader, online.  E-readers and tablets that allow users to control font size, screen contrast, and other aspects of the display that can make the text easier to read. Many tablets, such as the iPad, Kindle Fire, and Nexus 7, also support text-to-speech.  Predictive text apps, which help kids learn to write and spell by suggesting words as they type. The Ghotit Dyslexia Keyboard App and WordQ are both good options. Set aside a quiet, clean, well-organized space where your child can read, write, and do schoolwork. Make the space special for your child by letting them pick out supplies and decorations for their workspace, and work with them to set aside regular work and study times. Let other members of the household know that your child should not be disturbed while they are working in their special study space, especially during a designated study time. Involve your child in decisions regarding the education programs they enter and the learning tools they use. Allowing them to be a part of the decision-making process will boost their self-esteem and widen their awareness of their condition. With increased awareness, they will also feel more confident in their ability to overcome the challenges they face.  For example, you might discuss the pros and cons of different reading apps or e-reader devices with your child and let them help with the final decision in which option you choose. Older children will probably be better able to participate in complex decision-making than younger kids. However, even toddlers or preschool-aged kids will appreciate being offered simple choices (e.g., “Which book should we read tonight?”). Explain dyslexia to your child. At the same time, let them talk about what they are experiencing. Let them talk about themselves, what they are going through, and how they feel about it. You can also help them to analyze their condition, look at their strengths, and come up with a plan to overcome their challenges.  Assure your child that having dyslexia does not mean that there is something “wrong” with them or reflect on their value as a person—it just means that they may have different challenges (and strengths) from some of their peers. Explain dyslexia by focusing on specific challenges that your child faces. For example, “You know how you have a hard time with getting certain letters and numbers mixed up? That’s because of your dyslexia.”  Children with dyslexia face a lot of challenges, but they also tend to have special strengths. These may include strong visual thinking and causal reasoning skills. People with dyslexia often have an aptitude for science.  You could say something like, “Your dyslexia makes it harder for you to read, but it also gives you some awesome skills—like being really good at playing ‘Eye Spy’ or spot-the-difference games!” Realizing that there are people around them they can fall back on for support is very comforting. Help them take pride in who they are and what they have achieved.  If your child is feeling down about their academic progress, sit down with them and make a list of their strengths and accomplishments. This will help them focus on areas where they are doing well and encourage them to keep up the good work. Focus on the journey, rather than the goal. This will encourage your child to feel good about the work they are doing. For example, say, “Your hard work on these writing exercises is really paying off! I’m so proud of you!” It may take your child extra time to figure out skills and complete tasks that seem basic to you. Remember that they are facing special challenges. It’s okay to feel frustrated sometimes, but try not to express those feelings to your child. Take a break if you need to—if you’re feeling frustrated, chances are your child is, too.