INPUT ARTICLE: Article: In your lectures, instead of relying on vocal descriptions or audio lectures alone, incorporate more visual materials in your lectures. This will give your deaf student a visual representation of the concepts to which you are describing, which will make it easier for them to understand it before they see your notes.  You can do this easily with computer presentations using computer programs such as Microsoft PowerPoint or online presentation tools such as Prezi. Make sure you provide captions for any image you use so your student will know exactly what the visual examples represent. Try to relate similar or previously discussed concepts together by linking their visualizations. This will not only help your deaf students make the connections, the visual reminders will also help your other students as well. If you are showing a film in class, avoid those that lack captions. In these situations, your deaf student may miss out on a key point in your lesson by missing the contents of the video.  Most store bought DVDs have closed captions. Make sure to play these when you watch a video in class. There are online services, such as the Described and Captioned Media Program, that provide 1,000s of videos already embedded with captions. YouTube also has a closed caption option if you are able to find your video clip uploaded there. If you cannot provide captions, look for a transcript of the contents or ask a fellow student to transcribe the video for your student so he will be able to receive the information. If you know you are going to have a lecture heavy day, give a print out of your lecture notes or class summary to your deaf students. These can be helpful in digital form so your student can annotate them while he is in class. Being able to see a written version of your lecture will help your student relate any activities in class to the concepts you write down. These will be helpful in conjunction to the notes he receives of your live lectures. If you add new information in a lecture that is not in notes given to your student, use an overhead projector to communicate this information. You can also use a projector to give visual examples if your deaf student is having trouble understanding a concept. This method is also helpful to communicate homework or other time sensitive information not covered in his notes. When you are trying to accommodate a deaf student into your classroom, contact your institutions Office of Disability Services. They will have knowledge of what policies are already in place for your school and how you can get access to them. You should also ask your student if he has preferences about what technology would work best for him. If you already have ideas about what your student prefers, take these ideas to the Office of Disabilities and see if they will can help. If not, present your student with what is available and see what he would like to use the most.

SUMMARY: Incorporate more visuals into your lectures. Show videos with captions. Use electronic handouts. Provide information on projectors. Talk to your institution and student.


INPUT ARTICLE: Article: You can either use a microwave-safe bowl or create a double boiler. Stir the chocolate to make sure everything is melted evenly. Prick them in the center, just enough to pick them up from the parchment paper and hold.  If you're wanting to present the cake balls on a stick, it's recommended to use lollipop sticks, which can be found in specialty baking aisles. Dip about 1/2 inch (1.27 cm) of the stick into the melted chocolate prior to inserting them into the cake balls. If you're wanting to present the cake balls in decorative individual wrappers, poke them with toothpicks. While holding the lollipop stick or toothpick, submerge the cake ball into the melted chocolate. When lifting it back up, gently lift in a swirling motion or give a gentle shake. If you are using toothpicks, remove them from the balls. Add a very small amount of extra melted chocolate to cover the holes. You can use the back of a spoon to evenly spread out any extra coating as well.

SUMMARY: Melt the chocolate. Insert sticks into the cake balls. Dip the cake balls.


INPUT ARTICLE: Article: Carbon dioxide extinguishes fires, in high concentrations. You'll simply need to hold a small lit flame inside a test tube that you suspect contains CO2. If the gas is present, the flame should go out immediately. Combustion (creation of a flame) is the reaction of oxygen with another substance; it is a rapid oxidation of the organic compound and a reduction of oxygen. The fire goes out because the oxygen is replaced by the CO2, which is not a combustible gas. Bear in mind that any oxygen-free gas will also extinguish a flame in this manner. Thus, this is an unreliable test for carbon dioxide, and it may lead you to misidentify the gas. Make sure that the sample has been properly stored and stoppered before you try to test for CO2. Be reasonably certain that the test tube does not contain any flammable or explosive gases; in this case, the introduction of fire could be dangerous, or at least very frightening. Use a splint or any long, thin strip of wood. In a pinch, a match or a lighter will do – but the further your hands are from the opening of the test tube, the safer your experiment will be. If the flame immediately goes out, there's likely a high concentration of CO2 in the test tube. Fill a syringe with carbon dioxide. Then, use a drop of molten wax to affix a short candle to the surface of a coin. Next, place the candle and coin into a wide-mouthed cup – and light the candle. Equip the syringe with the tubing, and push the syringe to transfer the CO2 to the bottom of the cup. If you push out the entire contents of the syringe within a second or two, the flame should go out.

SUMMARY:
Try using the sample to extinguish fire. Collect the gas in an upside-down test tube. Place a small flame inside the test tube. Alternately, try using a gas syringe to put out a candle.