In one sentence, describe what the following article is about: It can be extremely daunting to meet new people, especially if you have bipolar depression. However, taking the first step to introduce yourself is important. If you are at a party or social function, just go up to the person and say hello and tell them your name. For example, you may be at a friend's party or at a social meetup. Scan the crowd for someone who looks nice or interesting. Go up to that person and say, "Hi. My name is ____. What's yours?" If someone is alone, then they will likely be happy to have the company. Sometimes, just going up to someone and introducing yourself may be awkward. Instead, you may find it easier to start a conversation with someone. Use the situation you are in or the location to give you a good starting place for conversation. Just make sure to stick to neutral topics and avoid anything potentially inflammatory, such as politics. If you are in class, start a conversation with someone about the homework or the material you're covering. If you're at a social meetup for board games, start talking to someone about the board game they are playing. If you're at a friend's party, comment on the food or the music. For example, you can say, "What game are they playing? It looks fun, but I have never seen it before" or "What did you think of the book we read for class?" or "I didn't know they were getting burritos catered. I love burritos, and this place is one of the best." As you pursue friends with bipolar depression, the time is going to come when you want to share your condition with your friends. Think about how you want to tell and why. Make sure you wait until you get to know and trust the person before you decide to share it with them. Think about why you want to tell this person. Will this person be understanding? Will they be patient and supportive? Consider how they talk with other people as well because this will be a good indication of how they will talk to you. When you finally tell the person, tell them as much as they need to know. For example, "I have bipolar depression. That means I sometimes have trouble with my moods and go through phases of depression. This doesn't mean we can't be friends. I just wanted you to know." Or, if you feel uncomfortable sharing this much, then you can also share a symptom of your bipolar disorder. For example, you might say, "I often have trouble sleeping at night." Trouble sleeping is a common complaint so most people can relate to it. If you're to the point where you want to tell people about your condition, you should be careful how often you talk about it. If you are struggling with your symptoms or going through a bad patch, it's okay to talk about it or let your friends know. However, don't talk about the bipolar every time you get together with people. Don't detail your health problems or difficulties with bipolar all the time when you're with other people. Though you may deal with it constantly, you don't want that to be the focus of your conversations and social interactions. Make sure to listen to your friend's concerns as well.
Summary: Introduce yourself. Find something to start a conversation about. Choose when you share your condition carefully. Limit how often you talk about your bipolar disorder.

Viruses often use your phone or tablet's data plan while running in the background. This may cause sudden spikes in data usage. Check your billing statement for abnormal charges from increased data usage. Some viruses may make purchases or download apps without your knowledge. If you see an app icon on the home screen or in the app drawer that you don't recall downloading, it could be the work of a virus. Even if the app looks legitimate, use caution if you don't remember downloading it. If an app that never caused any problems in the past begins crashing frequently, a virus could be the reason. Pop-ups might not seem out of the ordinary while browsing the web. However, when you're suddenly inundated by pop-ups, your Galaxy may have an infection. Whatever you do, do not tap on any links in pop-up ads. This could make things worse. Since viruses run constantly in the background, your Galaxy may need more frequent charging. If you use used to charge the Galaxy every 2 or 3 days but suddenly have to charge every day, a virus could be the culprit. Your Galaxy comes with its own security application, but you can use any you prefer. See Running a Security Scan to check your phone or tablet for viruses.
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One-sentence summary -- Check for increased data usage. Analyze your bank account for unexplained charges. Look for apps you didn't download. Watch for frequently crashing apps. Pay attention to pop-up ads. Monitor your battery usage. Run a security scan.

Problem: Article: Your lessons should be tailored to each student, taking into account their current skill level, goals, and weekly schedule. This is not to say that you cannot reuse lesson plans, but each student will require a different approach. Guide your lesson plans around their practice routine, which can be either a distinct to-do list that they must adhere to, or you can create a custom one with your student that varies daily. Be consistent about what they can expect at each lesson. Effective warm-ups will involve slowly warming and loosening the hands for playing. Use technical exercises including scales, arpeggios, ear training, and chord progressions. Have your students show you how they usually warm up at home. If they rush through the warm-up, have them slow down to improve their accuracy and warm the hands safely. It is important to cover both ascending and descending scales and arpeggios since both occur in all music. Also, don't leave the lesson on minor scales for later - it is best to teach both major and minor from the start so that the ear can be trained to recognize each one over time. A "topic" is usually a piece that the student is working on from a lesson book, but you may also focus on etudes, or small pieces of music that are used to drill a particular pattern. This may take up all of the lesson time occasionally, but that is not cause for concern. Other topics may include technical or music issues and nuances such as dynamics, pacing, or evenness of playing. Go over the key signature of the new piece by having them play that scale in different meters and tempos. Have them focus on one small, logical section of the music at a time, working down through the piece. Then they may string the units together and practice transitions. Don't push students to a harder skill too early. Instead, make sure that the current skill can be demonstrated repeatedly and consistently before moving on to a new one. Check in with your student periodically. Ask if they're happy with what they're working on, and if they're not, be open to requests from the student and their parents. Repetition is important, but boredom can diminish enthusiasm. Quiz them on theory topics during your lessons, so that they can apply their knowledge to their instrument. For example, if you have been teaching them about intervals, play two notes from their piece one after the other and have them name the interval. Make sure that you use proper musical notation when talking about music theory, since you will want your students to eventually be able to identify features and patterns of the music by just looking at the page. It's important to make learning theory fun by offering verbal affirmation of progress and rewarding mastery of concepts. Younger students respond well to candy or stickers on the pages of music they've mastered. Some students will love practicing and will have a hard time taking breaks. Other students will resist practicing since it can be repetitive and highlights their areas for improvement. Do not make your students feel bad for their learning style, but stress the fact that practicing often and well is the key to real progress. Unforgiving, inflexible, and mean teachers can sometimes cause students to quit music altogether and develop an aversion to it, so always be aware of how your words and actions come across. It is your job to adapt to your student's needs, not the other way around. Never judge a student for their playing ability since everyone was a beginner at one point. However, if the student has demonstrated that they are not fully invested in paying attention during lessons or practicing, it may be time for a conversation with their parents about whether or not piano is the right activity for them.
Summary:
Plan personalized lessons thoroughly. Start your lessons with a warm-up. Review topics from the last lesson. Introduce new material slowly. Work music theory into everything you do. Have reasonable expectations for practice and progress. Encourage your students often and be patient.