INPUT ARTICLE: Article: Teach your class a signal that means they should quiet down. When you make it, they should make it back at you. That way, they will help you quiet their classmates down without shushing. For instance, make a "peace" sign so they can "peace" back at you. This is one of the classic ways to get the attention of your students. Go to the front of the room, or walk around the room, and clap your hands slowly. You can start up a pattern that you ask them to repeat, such as clapping twice to respond to your single claps. This method works best with younger students, but can be effective with high schools as a surprise tactic. The 3 response is "stop, look, and listen." The 5 response is "focus, quiet, still, empty hands, listen." Have these commands posted somewhere in the room and say "three" or "five" when you need quiet and attention. You could also hold up 3 or 5 fingers and ask the class to count down the commands with you. Go to the board and begin writing a request for quiet. This statement should be friendly, but authoritative in tone. It should end with a statement that any student who does not comply will face some sort of penalty. The main point here is that students should quiet down before you finish writing and turn around.For example, you might write, "We need to be quiet to do a good job on this assignment. If you wish to continue being loud during this assignment, I will have to hold you after class for 5 minutes. If you wish to work at a quiet level, please lower your voices now." Go over to the main light switch to the room and turn it all off. You can expect that the class will get a bit louder right away, as they are surprised to suddenly find themselves in the dark. After the surprise dies out, they will lower their voices. That's why it's important to leave the lights off for a minute or so, don't just flick them off and on. Right after you turn off the lights, say, "Okay, everybody please get quiet for me." Be sensitive to students with sensory issues. It's a good idea to let them know you will turn off the lights before you do it.

SUMMARY: Make a quiet signal with your hand. Clap your hands. Ask for the 3 or 5 response. Write quiet instructions on the board. Turn off the lights.

INPUT ARTICLE: Article: Once you've finished the first draft, read it through and decide whether it flows well and has the right structure. You may need to shift paragraphs around, delete sentences, or add more material here and there to fill out parts that are stunted. Give your review at least one editorial pass, and maybe two or three, before you consider it to be editorially sound. Ask yourself whether your review stayed true to your thesis. Did your conclusion tie back in with the initial ideas you proposed? Decide whether your review contains enough details about the movie. You may need to go back and add more description here and there to give readers a better sense of what the movie's about. Decide whether your review is interesting enough as a stand-alone piece of writing. Did you contribute something original to this discussion? What will readers gain from reading your review that they couldn't from simply watching the movie? Make sure you've spelled all the actors' names correctly and that you got all the dates right. Clean up typos, grammatical errors, and other spelling errors as well. A clean, proofread review will seem much more professional than one that's full of silly mistakes. Post it on your blog, share it in a movie discussion forum, put it up on Facebook, or email it to your friends and family. Movies are the quintessential art form of our time, and like all art, they spark controversy, provide a venue for self-reflection, and greatly influence our culture. All this means they're worth discussing, whether they're flops or works of pure genius. Congratulations for contributing your valuable opinion to the discussion.

SUMMARY: Edit your review. Proofread your review. Publish or share your review.

INPUT ARTICLE: Article: This will take a conscious commitment before you begin so that you can build up the will power you'll need to make it through this challenge. If you are finding that you are struggling with temptation, then moving on to OWL may be more realistic. If you are finding it difficult to stay in Induction, add nuts and seeds to your list of acceptable foods. These contain both protein and fat for satiety. You will need to move through the phases to ensure that you find your optimal carbohydrate intake. Even if you are tempted to remain in a phase that promises faster weight loss, each phase is meant to last only for a specific amount of time. Since that amount of time is inevitably determined by how your body responds to the diet, the most important thing you can do during this process is to listen to your body. Moving through the levels will help you choose an eating pattern that you can maintain for the rest of your life. This will allow you to discover how many grams of carbs you can eat daily and still maintain your weight.

SUMMARY: Make sure that you can handle the limited food choices of an extended Induction period. Move to OWL when you are halfway to your goal weight. Move to Pre-Maintenance when you are within 10 pounds of your goal weight.

INPUT ARTICLE: Article: Find out, in their words, what happened that caused the individual to be hurt or to feel unwell. If the victim was hurt within view of others, ask witnesses to describe what happened. Use context clues to determine what injuries the victim could have sustained. For example, if the victim fell while rock climbing, fractured bones are likely. This should include events that have before this particular incident. Once emergency responders (usually EMTs or ambulance crews) arrive on the scene, be prepared to hand over your notes to them or to verbally describe the victim's medical history. Ask specific questions; try asking: "Do you have any relevant allergies?" "Do you take any prescribed medications?" "Do you have any existing medical conditions that would affect this incident?" "When was the last time that you ate a meal? What did you eat?" Often injured victims will have symptoms that are not found by a simple first-aid exam. Consequently, it is valuable to hear from the victim himself what hurts or what has been injured. Ask specific questions: where does the victim feel pain? At what point did the pain start?

SUMMARY:
Ask the victim about the history of the incident. Ask the victim to tell you their personal medical history. Have the individual describe their symptoms to you.