Article: If you have trouble getting the ball down the lane at high speeds, certain ball types can improve your speed, though it will be at the expense of your hook. As a rule, balls that are shinier produce less friction and thus can move faster. Balls that have a dull appearance produce more friction and thus are easier to hook.  To  hook a ball is to cause it to swing to the right or the left after tossing it. This creates the optimal trajectory for a strike, but it is a technique that typically only skilled bowlers can perform correctly Urethane balls are good for players who want to increase speed, but retain some hook in their throw. Resin, reactive, and particle balls are better for grip and hook than speed. These are good for experts who have built up a good ball speed and now want to master their hook. Plastic balls are good for beginners because they tend to go straight without losing control. They are not optimal, however, for either speed or hook.  At a pro shop, balls made of any substance can be polished to reduce friction, thus increasing speed and decreasing hook.   60-80% of a ball's performance depends upon its coverstock (the hard exterior). This is the most important customizable feature of the ball. Next to the cover, the most important feature of a bowling ball is its core. The heavier the core, the quicker the ball will begin to hook. A lighter core will cause the ball to hook further down the lane. There is no best core, just the core that fits throw.  Core design varies significantly from one ball to another, making it a complex issue. You should talk to an employee at the pro shop about the core design of any ball that you are interested in.  The core is an area inside the ball that offsets the weight imbalance created by the finger holes. Because this is inside the ball, you can't actually see it and it can be difficult to understand what effect it has on your throw. That is why it is important to consult a professional about the core of your ball. Determine whether your bowling lane is dry or oily. This will help you decide whether to pick a polished or rough ball. An oily lane will cause more skidding and, if your ball has begun to skid out of control, you should switch to a ball that is less polished. Resin, reactive, and particle balls have the grip necessary for oiled lanes.  There is no easy way to determine how the lane is oiled. You can ask the staff, but often your only real recourse is to toss the ball a few times and see how it skids. Typically lanes will be oiled unevenly. Often they are oiled more around the center than the edges. This will help the ball retain control before sliding into the gutter. Sometimes, the lane is oiled more in the front than the back of the lane, causing the ball to skid earlier. Thus, whether you switch to a ball that produces more friction should also be determined by whether the position of the oil is throwing off your game. Wipe down your ball before every throw if your lane is oily. Use a dry towel to wipe your ball. Bowling balls are available in a wide variety of colors. Some balls are available in multiple colors, swirl patterns or even glow-in-the dark designs. The color of a ball won't physically affect how the ball travels, but a ball that makes you proud can give you the confidence you need to play a better game.
Question: What is a summary of what this article is about?
Choose between speed and hook. Pick a ball with the right core for your hook. Pick an appropriate ball for lane conditions. Select a color.
Article: An autistic child does not always understand how to express their discomfort, anxiety or frustration. As a result, they may express their restlessness by becoming agitated or by displaying challenging and sometimes violent behaviors. Through the use of visual systems, a child can be taught to convey discomfort or their need for a break.  Create symbols that can help the child convey that they are done with a task. This could be a symbol like a ‘thumbs up’ or a ‘tick mark’. Create symbols that help the child express what they did that day. Some autistic children can find it difficult to talk about past events, so pictorial or visual representation could be helpful. Some templates can be used for this purpose. The templates can carry pictures of some tasks and activities such as reading a book, playing outside, eating, soccer, swimming. Pictures can also be used to teach the child how to ask for help. Some cards which specifically imply a child needs help can be held by a child and raised for the teacher to see when they need help. With time, they can be taught to do away with this practice and to raise their hand instead. Pictures and colors can also be used to create pictorial or visual calendars to help the child understand on what days they have school, on what days they do not, and to mark any upcoming events or any specific activities.  The calendar should be developed in such a manner that uses mostly symbolic representation. On the days when the child has school, a small image/photo/picture of the school could be put on the calendar; on days when the child has no school, a picture of a house can be used; if the child has an activity like soccer to attend, then a picture of a small soccer ball could be drawn. Color-coding could also be used. On the days when there is school, those days on the calendar could be colored blue; when there is no school, it could be colored yellow. Then other colors can be used to represent other activities. Pictures and colors can do an amazing job of controlling challenging behaviors and correcting negative behaviors of autistic children.  A picture of a red circle with a line passing through the circle indicates "no". This symbol can be used to let the child know that something - be it their behavior or their movement in a particular place - is not allowed. If a child needs to be prevented from leaving the classroom, then this symbol could be put on the door. If certain behaviors are to be prevented, a chart or poster showing all the behaviors which are unacceptable with a universal "no" symbol beside each of them can be used. This can help them to understand that behaviors such as ripping up paper or hitting others are not allowed. Through visual aids, an autistic child could be trained to collaborate with the family members to function as normally as possible. At home, for instance, the child could use visual aids such as pictures, drawings to cooperate with the other members in the family so daily communication becomes less complex. The child could be taught simple yet important tasks. For example, the child can learn how to set the table:  The places where the spoons, forks, knives, plates, cups, and bowls are kept could be indicated by pasting/sticking a picture of that particular item over the shelf/drawer/cabinet. Those places could be further highlighted by giving a specific color to those items - say orange for bowls, yellow for cups, green for placemats. The child is then encouraged to pick the items accordingly. Autistic children can struggle with organization. They might not be able to follow if you tell them that their toys need to be stowed in a particular area or their books need to be arranged in the bookshelf. Too many oral instructions can muddle their mind and frustrate them.[citation needed] To overcome this:  Designated bins/racks/shelves/drawers/baskets could be provided. A picture of the item along with the name of the item could be prominently projected To make them more distinct, colour-coding could be followed. A card with the picture of the item in a color that is specific to the item could be pasted or hung. The child will find it less complex to understand that all toys need to be placed in a bin, clothes in a particular rack, books on a particular shelf.
Question: What is a summary of what this article is about?
Help the child to communicate with you using visual representation of their thoughts. Teach the child to ask for help using visual cues. Create a schedule for the child with visual cues. Reinforce and teach good behaviors with visual cues. Use visual cues to help a child interact with family members in a home environment. Create visual cues to help the child organize their things.