Problem: Write an article based on this summary: Stay at home for the first 24 to 48 hours. Throw away your toothbrush and get a new one. Avoid contact and don't share personal items. Wash your hands.

Answer: After you begin taking antibiotics, you will need to stay home for up to 48 hours to avoid spreading strep to someone else. A person is still infectious for the first 48 hours after beginning their course of antibiotics. Take care to avoid infectious contact with other people during this time. Do this after the first couple days of antibiotics, but before you finish your antibiotics. Otherwise, your old toothbrush could become a carrier and re-infect you once the antibiotics are done. When possible avoid contact with people with strep throat, especially during the contagious period (up to 48 hours after starting treatment). If a family member has strep throat, don't share glasses or utensils. Proper hand washing is the best way to prevent all kinds of infections. According to the CDC proper hand washing technique includes:  Wet your hands with clean, running water (warm or cold), turn off the tap, and apply soap. Lather your hands by rubbing them together with the soap. Be sure to lather the backs of your hands, between your fingers, and under your nails. Scrub your hands for at least 20 seconds. Need a timer? Hum the "Happy Birthday" song from beginning to end twice. Rinse your hands well under clean, running water. Dry your hands using a clean towel or air dry them.


Problem: Write an article based on this summary: Allow time for adult learners to show their expertise. Ask your students what interests them most in a given subject area. Give students open-ended research opportunities. Practice applying the lesson rather than simply reading about it.

Answer: Leave time in each class for your adult students to share their own life experiences that relate to the material. Encourage them to draw on their knowledge about a given topic to help other students gain perspective. Adult learners are more apt to have job or family experience that might be helpful in understanding a complex situation. Keep your adult students’ attention by tailoring lessons around their interests when possible. Solicit feedback to shape the day’s discussion around topics the class wants to know more about. You might say, “Today, I’ve prepared a lesson about conducting a job search. What interests you more: Creating a compelling resume or networking with people you already know?” Offer students room to select their own topics for papers and presentations when possible, so they feel invested in the lesson material. Adults are typically self-starters and may enjoy the chance to further research areas that apply to them.  You might say, “Your final assignment is an oral presentation on a recent technological advancement of your choice.” Provide concrete parameters for the project—such as the length or formatting—even if the topic is more open. Focus on active methods of learning rather than passive ones to help your adult students best retain material. Adults tend to remember more of what they do and say rather than what they hear or see.  Use dramatic presentations, role-plays, and group discussions so your students can practice their skills. Reading or listening to a lecture are necessary sometimes, but the more you can encourage active participation, the better.


Problem: Write an article based on this summary: Find your next job. Seek regular work.

Answer: Put up flyers, put an ad in the local newspaper, or even just start off with word of mouth. "By the way, Mrs. Smith, if you ever need me to stop by to take care of Jenny if you want to go out, I'm available." Get your parents to tell their friends or your neighbors that you are looking for a babysitting job. If you're looking for a weekly job, the parents will usually ask you a few questions, watch you interact with their child(ren), etc. Make sure you're prepared: If you have long hair, tie it back, and dangle earrings probably aren't such a great idea either. Babies and some toddlers love to pull things. It's a good idea to wear clothes that you aren't going to be upset about if the clothes get a tiny paint stain and/or etc.; kids are kids and accidents happen. Also, make sure you're prepared to talk about your past experience, personality, etc.


Problem: Write an article based on this summary: Determine how many sheets of corrugating roofing you need. Determine the location of obstructions. Place the tin roofing on a flat work table. Use a marker to label your tin roofing. Use tin snips to work carefully. Cut with nibblers to accomplish the job quickly. Avoid using a circular saw.

Answer:
Measure your roof and figure out how many sheets of tin to buy. Standard lengths for tin roofing are 8 feet (240 cm), 10 feet (300 cm), and 12 feet (370 cm). The most common widths are 36 inches (91 cm) and 26 inches (66 cm), but other possibilities include 24 inches (61 cm) and 39 inches (99 cm).  The width of tin roofing is measured straight across the top of the sheet. It does not consider the peaks and valleys of the corrugated material. Remember that each sheet will need to overlap by several inches. If you choose the right size roofing, you should only need to cut the material to make space for chimneys, vents, and any other obstructions. Unless you have a blueprint for your house, someone will need to climb onto the roof and physically measure these items.  Ask a friend to hold your ladder. Stay close to the roof when moving around. Avoid doing this during bad weather, or on a very windy day. Write down these measurements right away, so you won't forget. After you have the measurements for any obstructions, lay 1 sheet of tin roofing down on a flat worktable that is large enough to accommodate it. Use care when handling the tin. Tin roofing is very flexible, and it can be easily damaged. Label the location of chimneys, vents, and any other obstructions directly on the tin. Use a permanent marker and either a 2 x 4 (45 x 90 mm) or a carpenter’s square to draw straight lines. Draw these lines on both sides of the tin to help ensure straight cuts. Tin snips are a good choice because they are designed for cutting soft metals. With tin snips, you will move slowly, so you are unlikely to make mistakes. Stabilize the tin roofing with your non-dominant hand. Place the tin snips around the bit of tin you want to cut, and then squeeze down firmly. Move forward, and repeat.  Right-hand tin snips can be used to cut tin when the “waste tin” (the tin you won’t be using) will be on the right side of the cutting line. Right-hand snips are also used to make a curve that runs counterclockwise. Left-hand tin snips are used when the waste tin is on the left side of the cut line. Left-hand snips are also used to makes curves that run clockwise. Center snips (also called straight cut tin snips) can be used to make straight cuts. Center snips cannot be used for curves. Nibblers are special attachments for electric drills. Nibblers are great for cutting both curves and straight lines in tin roofing. They are especially useful for cutting around objects like vent pipes. Stabilize the tin with your non-dominant hand. Carefully move your nibbler across the tin. A circular saw can be used to cut tin roofing, but this is not recommended unless you are extremely experienced with using a circular saw. It can be very easy to make jagged cuts, damage the roofing, or get injured. If you do use a circular saw, you need to use specialty blades intended for use on tin roofing. The only real benefit to using a circular saw is that you may already have one. Instead of purchasing new tools, you would only need a new blade.