INPUT ARTICLE: Article: Your last round should reach the bottom of your base round without stretching. You may be tempted to cheat, but this will result in a scrunchie that looks small and flat rather than full and ruffled. When you are done, it is time to join the two ends into a doughnut shape. You're going to use this yarn to sew up the edges. Thread a blunt knitting needle onto the end of the yarn and sew the two edges together. Make sure that the stitches on both rounds line up so that you get a smooth join. Tie a knot in the end of the yarn and break it off. Leave about 4 inches (10 cm) of yarn. You can do this with the yarn needle or the hook. Once you see how easy it is, you'll be making lots more!

SUMMARY: Check the tube length. Break off the yarn, leaving about 15 inches (40 cm) of yarn from the hook. Pull the remaining thread into the inside of the scrunchie. Enjoy wearing your scrunchie, or wrap it up and give as a gift.

In one sentence, describe what the following article is about: Your email should have a subject line that lets the professor know what to expect before they even open the email. Use a clear subject line, such as "Inquiry About Graduate Program" or "Questions From Potential Graduate Student." You can also include the specific research area you want to work in in the subject line. For instance, you could write "Inquiry into Graduate Work on Classical Music Theory." It is important to be formal when emailing a professor that you want to work with. Since you haven't met yet and you are hoping for a future relationship with this person, this is your chance to make a good first impression. Remember to use complete sentences and proper grammar. Also avoid using slang or informal language. Begin your email with a formal salutation, such as "Dear Professor Smith." Conclude your email with a formal closing, such as "Sincerely" followed by your full name. The professor doesn't need to know all of the details of your life and every one of your qualifications for acceptance into grad school in this first email. However, you should tell them enough so that they know you are a viable candidate. This information usually includes a sentence or 2 about your background and undergraduate education, including the school you went to and the year you graduated. You may also want to include a sentence about any special programs or academic projects you have completed. You want to strike a balance between letting the professor know what a motivated and good student you are and giving so many details that the professor loses interest. In general, hold back the minute details of your previous academic work on the first email and include them in later correspondence. When contacting a professor you need to tell them why you are interested in working with them and why their program is a good fit for you. If you have done your research on the graduate program in general and you have researched the professor's work, you can easily combine aspects of both of these things into a statement about why you are interested. This is a section that you can use to give the professor a few details about your interests. Tell them what you want to study and why you became interested in that subject. You can even include the name of a previous professor that you worked with studying this subject, especially if that professor will be writing you a letter of recommendation. In order to get a reply from the professor, you should ask specific questions that you would like answered. This ensures that the professor can easily draft a response letter to you and that your email is just the beginning of correspondence with the professor. Do not ask questions that you can find the answers to online. This will be viewed as a waste of the professor's time. Some questions you can ask a potential professor include "Are you accepting new graduate students at this time?" and "Would you be willing to discuss the program with me either in person or over the phone?"
Summary: Write a clear, concise subject line. Use a professional structure. Begin by describing yourself and your qualifications for admission briefly. Show sincere interest in their program in the body of the email. Ask questions at the end of the email.

INPUT ARTICLE: Article: If the person is clear-headed enough to communicate, then they may be able to partially or completely explain the issue to you. They might be able to... Speak to you Write on paper or type on a phone/tablet Use sign language Point to cards on an AAC app Use handheld communication cards Show you what's wrong Nod or shake their head when you ask yes/no questions Rule out any safety or illness-related issues. Some autistic people struggle to communicate when something is wrong. If you ask "Does something hurt or feel strange?", the person may be able to point to an area that hurts or feels off. If an autistic person is self-injuring in a specific area, then it may be that they're experiencing pain in that place. For example, hitting the head could be a sign of lice, a migraine, or a toothache. A checkup may be a good idea. If they're fidgeting with or looking at a specific body part, visually check the area and see if you can tell what's wrong. (For example, you might see a rash or an injury.) An overwhelming environment can be literally painful to some autistic people, and sensory overload may impede clear thinking and communication. Hiding the eyes/ears, covering the face, and putting up hoods are all signs of being overwhelmed. If you ask them if they want to take a break or go somewhere quieter, they'll likely look eager or relieved to do so. Here are some potential problems: Flickering fluorescent lights Loud background noise, especially low-pitched noise Strong smells Clothes with itchy fabrics, seams, or tags (Notice if they're fidgeting with or trying to remove clothes) If they can't speak, then it can be frustrating to be unable to convey something. Try asking "Are you trying to tell me something?" You may be able to ask yes/no questions to help narrow it down. Is anyone making the autistic person uncomfortable or upset? Notice how the person is being treated, and if they're showing signs of distress in response. In this case, the person also might want to be removed from the situation, even temporarily. The person might be bothered by... Arguments Bullying, or a peer or adult provoking them People intruding on personal space Condescending people Being punished unexpectedly People expecting the person to act non-autistic (which can be very stressful and difficult) Someone ignoring their attempts to communicate (including communicating through behavior, such as trying to escape or flopping to the floor) When did they last eat? How busy was their day today? Could they need some food or a rest? Try offering food, suggesting a relaxing activity (like TV time), or proposing a nap. If they jump at the opportunity, that's probably what they need. Too much social time can be tiring. If they've been socializing for a while, then they might need some alone time. Sometimes, parents of autistic kids make the mistake of cramming in too much therapy and not enough downtime. Kids need lots of time to relax and play without being bossed around. Autistic teens and adults might try to take on too much work, not realizing that an average lifestyle may be too busy for them. The autistic person may be dreading an upcoming event. Is a difficult part of their routine (e.g. hair-brushing or going to bed to face nightmares) coming up soon? Do they have any hated appointments, such as with a doctor or a bad therapist? Is there a big test or project at school or work? Do they have to go to a party or an otherwise loud/overwhelming event? If the person was reminded of something scary or awful that happened, that might stress them out. Driving down a street where the person used to visit a mean therapist Hearing the word "doctor" and remembering a difficult appointment Visiting a school where they were bullied

SUMMARY:
Ask what's wrong. Check if they're hurt or sick. Look for sources of sensory pain. Think about whether they're trying to tell you something. Consider social conflict and pressure. Think about whether they could be hungry or tired. Think about if they might be afraid of something that has to happen soon. Consider whether bad memories could be involved.