Problem: Article: Caterpillar stings can result in a variety of symptoms. Depending on the type of caterpillar and any allergies you may have, symptoms can be very mild or very severe. Common symptoms include:  Itchiness and contact dermatitis, blisters, weals (welts), small red bumps, pain Acute conjunctivitis, if hairs penetrate the eyes Rash and hives Difficulty breathing Nausea and vomiting Bleeding and renal failure can occur after contact with the South American Lonomia caterpillar. If you develop blisters, large welts, or a rash that spreads, contact your doctor immediately. This is important, as some people can develop potentially deadly allergic reactions to caterpillar stings. Poison control can be reached at 1-800-222-1222 any time of the day or night, if you have any questions about how to treat a caterpillar sting. A poison specialist will answer the phone and provide you with recommendations about how to treat the sting site. If you have not had a tetanus booster in the last five to 10 years, you should get one within 72 hours of being stung by a caterpillar. This is because the sting/wound site may become open to bacteria and infection.
Summary: Watch for the development of serious symptoms. Contact your doctor if you experience worsening symptoms. Call Poison control for more information. Get a tetanus booster shot.

INPUT ARTICLE: Article: The tactics and logistics are necessary, and you may need to teach them if you are coaching beginners. Teach the rules. Your players cannot play well if they do not understand the rules of volleyball, and you risk losing points, not to mention games. Make sure your team knows what they can and cannot do, what gets them points and what results in penalties. Talk to your players supportively, and if you are coaching children, talk to parents openly so they know what is going on at practice. Keeping your communication positive rather than competitive will demonstrate that you have the best interests of the players in mind and provide a model of good sportsmanship. This is especially important if you are coaching kids. The Socratic method of coaching uses questions to get players to think critically on their own. This may be a slower method, but it yields better results. Ultimately, players need to make high-level decisions themselves when on the court. For example:  "Carl, what do you think you can do differently to make your serve stronger?" "OK, everyone, what do you think we're going to focus on in this drill?" Including players in decisions builds trust and encourages them to think critically about the game. For example, during a timeout you can ask the team for feedback on their opponents and suggestions for strategy. For example, "We need to . . ." Keep it pithy. You can easily lose your players' attention if you talk too much, too generally. Concentrate your verbal feedback on helping each player focus on what's important in the moment.

SUMMARY: Make sure everyone on your team understands the game. Be communicative. Coach Socratically. Coach democratically. When talking to players, use "I" and "we" rather than "you," which puts them on the defensive.

In one sentence, describe what the following article is about: When you have one or more algebra problems, you must read the instructions carefully. Look for key words in the instructions like “solve,” “simplify,” “factor,” or “reduce.” These are some of the most common instructions (although there are others that you will learn). Many people have problems because they try to “solve” a problem when they really only need to “simplify” it. When you read the problem instructions, you should identify the key words and then perform those operations. Many people feel frustration with algebra when they try doing something that is not really part of the intended problem. The basic operations you will be asked for are:  Solve. You will need to reduce the problem to an actual numerical solution, such as “x=4.” You need to find a value for the variable that can make the problem come true. Simplify. You need to manipulate the problem into some simpler form than before, but you will not wind up with what you might consider “an answer.” You will probably not have a single numerical value for the variable. Factor. This is similar to “simplify,” and is usually used with complex polynomials or fractions. You need to find a way to turn the problem into smaller terms. Just as the number 12 can be broken into factors of 3x4, for example, you can factor an algebraic polynomial.  For example, a simple expression like 5x{\displaystyle 5x} can be broken into factors of 5{\displaystyle 5} and x{\displaystyle x}. For example, the expression x2+3x+2{\displaystyle x^{2}+3x+2} can be factored into the terms (x+2){\displaystyle (x+2)} and (x+1){\displaystyle (x+1)}.   Reduce. To “reduce” a problem generally involves a combination of factoring and then simplifying. You would break the terms of a numerator and denominator into their factors. Then look for common factors on top and bottom, and cancel them out. Whatever remains is the “reduced” form of the original problem. For example, reduce the expression 6x22x{\displaystyle {\frac {6x^{2}}{2x}}} as follows:  1. Factor the numerator and denominator: (3)(2)(x)(x)(2)(x){\displaystyle {\frac {(3)(2)(x)(x)}{(2)(x)}}}  2. Look for common terms. Both the numerator and denominator have factors of 2 and x. 3. Eliminate the common terms: (3)(2)(x)(x)(2)(x){\displaystyle {\frac {(3)(2)(x)(x)}{(2)(x)}}}  4. Copy down what remains: 3x{\displaystyle 3x} ” In algebra, the difference between an “expression” and an “equation” is very important. An expression is any group of numbers and variables, collected together. Some examples of expressions are x{\displaystyle x}, 14xyz{\displaystyle 14xyz} and 2x+15{\displaystyle {\sqrt {2x+15}}}. All you can do to an expression is simplify or factor it. An equation, on the other hand, contains an = sign. You can simplify or factor equations, but you can also solve them to get a final answer. It is important to look for the difference. If you have an expression, like 4x2{\displaystyle 4x^{2}}, you can never find a single “answer” or “solution.” You could find out that if x=1{\displaystyle x=1}, then the expression would have a value of 4, and if x=2{\displaystyle x=2}, then the expression would have a value of (4)(2)2{\displaystyle (4)(2)^{2}}, which is 16. But you cannot get a single “answer.”
Summary:
Read the problem instructions carefully. Perform the operations that are instructed. Learn the difference between “expression” and “equation.