Problem: Write an article based on this summary: Find the series of numbers on the sidewall. Recognize that the first letter denotes the service type. Note that the first 3-digit number identifies the tire width. Understand that the following 2-digit number is the aspect ratio.

Answer: Tires are manufactured with the tire size printed on the sidewall. The sidewall is the outer wall of the tire, rather than the tread that contacts the road. The size should be printed underneath the tire manufacturer name, just above the rim of the tire. For instance, the series may look like this: P 225 / 50 R 17 98 H On some tires, the series of numbers begins with a letter. “P” stands for “P-metric” and denotes a passenger vehicle. “LT” stands for light truck, “T” means temporary spare, and “C” stands for commercial. If you're purchasing a spare or new tire, you'll need to choose the same service type as the rest of the tires. The 3-digit number before the slash denotes the tire width, which is measured from sidewall to sidewall and corresponds to the tread that contacts the road. The measurement is given in millimeters, and all 4 tires must have the same width. For instance, if the first number is 225, the tire tread is 225 mm wide. The numbers after the slash indicate the aspect ratio, which compares the tire's section height with the tire's section width. If you're replacing only 1 tire, make sure it has the same aspect ratio as the others. For example, if there is a “50” after the slash it means the tire's section height is 50% of the tire's section width.


Problem: Write an article based on this summary: Know that it might take some time. Look in the right places. Cast a wide net. Prepare for interviews. Be persistent and patient. Consider different settings. Sign up for substitute teaching. Don’t rule out starting as an Assistant Teacher or teacher’s aid.

Answer: Although preschool teaching is a growing field, people are also waiting longer to retire, and state and federal funding for education is an often-contested field. You might not find your dream job at first, but there are steps you can take to increase the likelihood of long-term success. Find job listings for positions in public schools on state Department of Education websites. The National Association of Independent Schools posts listings for jobs in private schools. While you become certified in a specific state, many states have reciprocity with one another. For instance, if you are certified in Pennsylvania, you will be able to teach in public schools in Delaware and other neighboring states. It might make for a longer drive, but in many cases it is doable. While every school is different, employers will be looking for many of the same qualities in potential hires. You'll be doing yourself a disservice if you go into your interviews blind. Instead, be prepared so that you will meet--or even exceed--your interviewers' expectations.  Practice answering tough questions. Being able to speak extemporaneously is important, but that doesn't mean you should avoid practicing answers to difficult questions. Be ready to discuss the following:  Why you decided to become a preschool teacher Addressing different styles of learners Your pedagogical approach and the theories underpinning it Communicating with parents Assessing student progress The specific school or school district where you are interviewing   Bring the right materials. You've already sent them your resume, letters of recommendation, and perhaps a portfolio, but interviewers will be impressed if you bring copies of these materials on interview day, as well. Don't overwhelm them with content--just bring enough to appear organized and professional. Be prepared to do a teaching demonstration. You may be asked to conduct a sample lesson in front of administrators and current teachers. This is usually not something that happens at a first interview. Teaching demonstrations are time-consuming, so schools will generally only invite finalists to do so. The turnover rate among preschool teachers can be high, so schools are sometimes left scrambling for a qualified candidate just days before the school year begins. Just because you did not get a specific job that you applied for in April, you are not necessarily out of luck come August. If possible, you should submit applications even to schools without advertised openings just in case such a situation occurs. Part of this will depend on the qualifications you have, but some of it will also be preference and job availability. Believe it or not, only 16% of preschool teachers work in public or private elementary or secondary schools. The rest are employed in daycares (54%), religious and other independent centers (21%), and individual arrangements (3%).  Teachers in schools will generally teach during the school year, although they may also work in camps or elsewhere during the summer. Teachers in daycares and other centers will generally teach all year long, and they may be with children for more hours of the day. Requirements vary greatly for substitute teaching, and they can differ even on a district-by-district basis. While some locales require that you be a certified teacher, others ask only for a high school diploma. Substitute teaching can be a great way of gaining experience and getting your foot in the door.  You’ll need to contact the school district (or specific school, if you are interested in substituting in a private school where requirements may be less strict) to determine if you are qualified. Be prepared to provide the school/school district with any transcripts and the results of a background check. Since preschool children require so much attention, many schools hire other adults to perform various instructional, organizational, and preparatory tasks. Like substitute teaching, this is both great experience and a way to make yourself a known quantity in the school.  Some states have special programs where you can become an Assistant Teacher after completing two years of a bachelor’s degree program. This way, when you graduate you will have a degree, a certification, and lots of experience—a good combination for being on the job market.


Problem: Write an article based on this summary: Find a private place to talk. Express your concerns. Tell your friend what you need from them.

Answer: Take your friend aside and tell them that you need to talk about something that is important to you. Explain how it made you feel to see or hear others talking about you. If it feels like your friend isn't listening, try to stay calm. You won't make any headway if you start fighting during your talk.  Only confront your friend if you are certain they have been talking about you—don't just go on someone else's word. It's no fun to be falsely accused, and you may lose a friend if they haven't done anything wrong. Avoid getting into a back-and-forth. Try to keep the conversation focused on the fact that gossiping is hurtful and wrong. Your friend may feel defensive or have reasons that they think justify gossiping, but there is no excuse. Be firm about the fact that you do not like participating in gossip or hearing it about yourself. Tell them that they hurt your feelings and that you're concerned about the friendship. For example, perhaps you told your friend something private about your family, and they shared it with others. Say something like, “As your friend, I want to be able to vent to you about my family and trust that you’ll keep it between us. Just because I tell you something doesn’t give you the right to tell other people about it.” If you're really hurt by being gossiped about, you may want some space, or a genuine apology. Be honest and tell your friend what (if anything) they can do to regain your trust.  Let them know that you value honesty and loyalty in a friend. Make it clear that if they can’t uphold these values, you won’t be able to continue the friendship. Be specific about what you expect from them. For example, say, “If I share something personal with you, I expect you to keep that between you and me. If other people want to know something about me, they can ask me themselves. I’ll do the same for you.”


Problem: Write an article based on this summary: Talk about daily routines. Encourage keeping a food log. Check out the pantry. Model positive changes. Encourage your partner.

Answer:
There can be many reasons for a person to be overweight, from inactivity to health concerns. Before you assume that your partner is just inactive, talk to him about his daily routine. Ask a question as a way to get a conversation started. Be sure to listen and respond rather than asking a series of questions because this may come across as interrogating. Ask things like:  ”How many hours of sleep do you get a night? Do you feel tired when you wake up?” ”Do you get up and walk around during the day?" ”How active would you say you are? Do you work out? If so, what sort of activity do you do?” It is easy to underestimate how many calories we actually eat each day. Encourage your partner to keep a food log to report what she is actually eating per day. This can be a personal wake up call and/or quantitative reasoning for weight gain. You can encourage your partner to do this by showing her your own food log and telling her that even athletes keep food logs. There are many free applications available to help you keep a food log. Some even allow you to scan barcodes of food that will automatically enter information for you. Pay attention to the types of foods your partner brings home and try to provide some healthy options. Check out what sorts of foods he has in his pantry and refrigerator. It can be difficult to resist tempting junk food, no matter how good the intention. Look for:  Cookies/Biscuits. Chips. Sweets. Alcohol. Soft drinks. It might be easier for your partner to follow a program or make healthier choices if he sees you doing the same. Be consistent in your own health routine and diet. Try and model healthy behavior by:  Preparing healthy foods (and perhaps sharing recipes with your partner). Eating a healthy diet. Keeping an exercise routine. Sharing personal goals/worries with your partner. Above all, your are in a partnership. You need to be encouraging to the needs and goals of your partner. Try to:  Be a cheerleader, not a taskmaster. You should encourage your partner to be healthy and happy. Telling what they have to do or should do can breed resentment and unhappiness.  Develop incentives. Reward your partner if they stick with a program or change bad habits into good. Do not focus on food, as this might backfire, but consider a nice date or a small present. Care about them as a person, not a number. Remind them why you are with them and why you love them.