Problem: Write an article based on this summary: Admit you have issues with control. Focus on what you can control. Question your own beliefs. Accept some chaos. See a therapist.

Answer: If you're controlling, you may have a tendency to assume you're right. Recognize when you feel your way is the only way to complete a task. Acknowledge that the problem is your need for control and not someone else's shortcomings. It's easy to simply say to yourself, "I have control issues." You need to carry that mentality into day to day interactions. For example, if you find yourself trying to micromanage how your spouse does the dishes, remind yourself, "This is me being controlling. It's not my spouse's fault." It's important to learn the difference between what you can and cannot control. You can only control your own thoughts and reactions. You have no control over what others say, think, or do. You can change yourself, but not others.  Remember that your reaction to things can only harm you. Having a negative reaction to things will not hurt the other person as much as it hurts you. Take care of yourself by changing how you react to issues. When something goes wrong, take a deep breath, give yourself a moment to clear your thoughts, remind yourself that it isn't the end of the world, and mentally list the positives that could come from the setback. You could say, "Although I'm worried this traffic will make me late, I can use this time to listen to the latest episode of my podcast. I'll let people know I'm running late, and they'll understand that this happens sometimes." When you feel the need to control, ask yourself why you feel that way and question that feeling. Control is often rooted in a rigid worldview. Challenging that worldview can help you learn to let things go.  When you start feeling controlling, pause and state why you're feeling that way. Ask yourself what underlying assumption is driving your need for control. For example, a co-worker wants to take a more lighthearted approach to a presentation. You don't want to listen to their perspective. Stop and think to yourself, "I'm assuming my approach is correct, but I actually don't know the audience as well as my co-worker. I'm being controlling because public speaking makes me nervous and I need to back down." Controlling people often have trouble accepting that life is unpredictable. If you have a heightened need for control, work on accepting life is sometimes chaotic. You can't always predict how a situation will unfold and none of your actions will change the outcome.  Remind yourself in moments of chaos that there's nothing you can do. Think to yourself, "I can't fix this problem. I just have to live with the chaos for now." You can also actively try to embrace spontaneity. Take a day off on a whim, spend money on a treat for yourself, or have a last minute date night with your partner. Not everyone can overcome controlling tendencies on their own. If you're struggling from control issues that stem from feelings like stress and anxiety, a therapist can help you sort out your issues. You can ask your regular doctor for a referral, search online, or get a list of therapists from your insurance provider to help you find someone to sort out your control issues.


Problem: Write an article based on this summary: Turn off the lights when rooms are not in use. Use natural light when the sun is bright. Talk to your school administrators about switching to fluorescent bulbs.

Answer:
Even something as simple as shutting off the lights when you leave a room can help to save energy. Turn off the lights that are not being used in classrooms and other areas, such as empty bathrooms and unoccupied multi-purpose rooms.   Try organizing a student “light patrol” to check empty classrooms, labs, and other spaces to make sure the lights are off when they’re not in use. If you are a teacher, remind your students by saying, “Did you know that 90% of the energy that lightbulbs use is expended as heat? If we turn off lights when we don’t need them, we can save energy and keep rooms cooler.” Try doing this at a time when the students will remember it, like just before leaving the classroom or as you are turning off some lights. It may not always be necessary for you to have the lights on in your classroom. There may be times of the day when the sun is especially bright and sufficient for what you are doing in your classroom. Other times of the day, you might only need half of the lights.   If you are a student, ask your teacher if it is okay to work with fewer lights on. For example, you could approach your teacher and say something like, “The sun is so bright today. Would it be okay if we opened the blinds and turned off some or all of the lights to save energy?” If you are a teacher, try asking your students, “Can everyone see okay?” Replacing all of the incandescent bulbs in your school with compact fluorescent lights (CFLs) can translate to big energy savings for your school. If you’re a student, talk to your teacher or your school principal about switching to CFLs.  CFLs consume a little more energy than incandescent bulbs when you first turn them on, but after the bulb is on, they use 70% less energy than an incandescent bulb.  Make sure that you do not switch CFL bulbs off and on too much. It is best to leave them on for 15 minutes or longer to save more energy.