Q: If you want to be an inventor as a child, find ways to foster your creativity. Inventors know how to think outside the box and find new and innovative solutions to a variety of problems. You should look for ways to nurture your creative side.  Give yourself time for spontaneous play. Put away the video games and sit alone in your room with a few basic toys, like stuffed animals and arts and craft supplies, each day. #*Read for pleasure. People who read a lot for pleasure tend to be vastly more creative than non-readers. Do artistic activities. Paint, color, sculpt with clay, write a poem, or do anything else that encourages creative thought. STEM stands for science, technology, engineering, and mathematics. These are all areas that are important if you want to be an inventor, as you'll need to have the expertise necessary to create your projects. In school, aim for a load heavy in STEM subjects.  Take a lot of science courses in school. If your school offers advanced placement science courses, see if you can take these. You should also take courses on technology or engineering. See if your school offers classes on computer programming or courses like wood shop. Take a lot of high level math courses. A good knowledge of math is essential to becoming an inventor. Learning from others is important to becoming an inventor, and there may be clubs in your school that encourage you to invent. Join a variety of after school clubs that will help you become an inventor.   You could join a club like the Science Olympiads, where you'll learn a lot about science and technology. You could also try joining something like the chess club, which encourages logical thinking. In some schools, there are clubs where students work together on a single creation over the course of your semester. See if your school offers a club like this. Imagination is vital to becoming an inventor. Engage in a variety of hobbies that feed your imagination and allow you to develop the innovative mind of an inventor.  Hobbies like baking sometimes require innovation. If you're out of cinnamon, for example, you'll have to improvise by finding a similar spice. Playing make-believe may seem like a waste of time, but it can actually nurture your imagination. If your characters get into difficult scenarios, you'll have to problem solve following the rules of your imaginary world. Take initiative in day-to-day moments to be creative. Look for pictures in the clouds. Make a poem about the afternoon rain.
A: Get creative. Focus on STEM subjects in school. Join school clubs that will help you create. Practice hobbies that feed your imagination.

Article: Each pedal is notated by a different abbreviated word or symbol on a sheet of music. These notations are usually found running underneath of the staff for the treble or bass clef.  To depress or engage the damper pedal, you will see either “ped.” in plain or flourished script. Soft pedal markings on a sheet of music appear as “una corda” to tell you to use it and “tre corde” to stop.  The sostenuto isn’t used very often but when a piece of music calls for it, there will be markings that read “sost. ped.”  When the composer wants you to release a pedal, there will be a symbol that resembles an asterisk (*). Depending on when you play a note or chord and when you depress a pedal, you can create various sound effects. It takes practice to be able to play the piano with hands while also paying attention to where and when your feet are moving on the pedals. As you practice, go slowly so that your brain can become accustomed to multitasking.  Preliminary pedaling is when you use a pedal before playing a note. This gives off a deep, rich sound because the dampers are taken off the keys before you play a note, so the strings are allowed to vibrate and create sound freely. Use a pedal while simultaneously playing a note to accentuate its sound. When you play notes while holding down the damper pedal, you accumulate volume since the strings are not muted by the dampers, which causes a crescendo that grows louder as it is sustained. Change or disengage and reengage the pedal often to help maintain tonal quality and integrity. Holding down a pedal can muddy up or muddle the sound and harmonies. You may come across a piece of music that is void of pedal markings. As you practice the piece, pay attention to the overall tone and theme of the music. A fast-paced tune might not need a lot of damper pedal whereas a somber piece might benefit from the damper pedal as well as the soft pedal for a melancholy effect.
Question: What is a summary of what this article is about?
Watch for pedal markings on sheet music. Coordinate your hand and foot movements. Use your own discretion when there aren’t any markings.

Q: Adding a negative integer is the same as subtracting a positive one. This is easier to see by testing this out with the number line method described in another section, but you can think about it in words too. A negative number is not a normal quantity; it is less than zero, and can represent an amount being taken away. If you add this "taking away" to a normal number, you'll end up making it smaller.  Example: 10 + -3 = 10 - 3 = 7 Example: -12 + 18 = 18 + -12 = 18 – 12 = 6. Remember that you can always switch the order of numbers in an addition problem, but not in a subtraction problem. Sometimes turning your addition problem into a subtraction problem  as described above can end up with odd results like 4 – 7. When this happens, reverse the order of the numbers and make your answer negative.  Say you begin with 4 + -7. Turn this into a subtraction problem: 4 - 7 Reverse the order and make it negative: -(7 – 4) = -(3) = -3. If you aren't used to parentheses in your equations yet, think of it like this: 4 - 7 turns into 7 - 4 with a minus sign added. 7 - 4 = 3 but I should make it -3 for the right answer to the problem 4 - 7. Two negative numbers added together will always make a number more negative. There is nothing positive being added, so you'll always end up with something further from 0. Finding the answer is simple:  -3 + -6 = -9 -15 + -5 = -20 Do you see the pattern? All you need to do is add the numbers as though they were positive and add a negative sign. -4 + -3 = -(4 + 3) = -7 Just like the addition problems, you can rewrite these so you only have to deal with positive numbers. If you're subtracting a negative number, you're "taking away" some "stuff taken away", which is the same as adding a positive number.  Think of the negative number as stolen money. If you "subtract", or take away, some stolen money so you can return it, that's the same as giving that person money, right? Example: 10 – -5 = 10 + 5 = 15 Example: -1 – -2 = -1 + 2. You already learned how to solve this problem in an early step, remember? Reread Learn how to add a negative and a positive number if you don't remember. Here's the full solution to the last example: -1 – -2 = -1 + 2 = 2 + -1 = 2 – 1 = 1.
A:
Learn how to add a negative and a positive number. Learn what to do if this turns into a subtraction problem with a smaller number first. Learn how to add two negative integers. Learn how to subtract a negative integer.