Problem: Article: To start off on the right foot, begin with a short welcome note. Then, describe the purpose of the training materials so readers or participants know exactly what to expect. Keep it short and simple. Clearly label each segment of the training materials. Make the title easy to understand and ensure it relates to the content within that section. For instance, a unit about sanitizing dental tools might be called "Sanitation Practices." Note how long it will take to complete each unit so readers or participants know what to expect. Clearly explain to the participants what you want them to learn and understand at the end of the unit. If you find that there are more than 3 learning objectives for a unit, break the unit into multiple segments to make the information easier to digest. For example, in a unit on using a point of sale system, a learning objective could be "Learn how to input a customer's order." Now is the time to describe the skills or knowledge that the participants need to know. Walk them through the process of completing the task or explain the information they need to meet the learning objectives. Develop activities to reinforce the knowledge and give the participants a chance to try each task on their own. To continue the example, you may give a presentation or provide screenshots that demonstrate how to input an order on a point of sale system. Once you've presented, or your employees have read through, a full unit, reiterate the main points. Explain to the participants how to meet the learning objectives so there are no misconceptions about what is expected from them. It's essential to find out if your training materials are effective, and the best way to do that is to see how much your employees have learned. Develop a quiz or activity to see if participants are learning what they are intended to, and adjust the training materials if you find that they aren't. For instance, each employee could complete a mock transaction on a point of sale system.
Summary: Welcome participants and explain the goal of the training session or manual. Start each unit with a title. List 1-3 learning objectives per unit. Explain how to meet each learning objective. Provide a recap of the most important information. Test the participants' knowledge at the end.

Problem: Article: After you've washed and dried your clothes, grab a metal or wire clothing hanger. Before you put your clothes on, gently glide the metal hanger over your clothes. The metal discharges the electricity and removes the static. When you go to hang your clothing, hang clothing that is sticking and clinging with a metal hanger. You can also pass a metal hanger in between your skin and your clothes after putting the clothes on. This works particularly well with delicate fabrics, like silk. However, metal wire hangers can distort some clothing items, like heavy sweaters. If you think that your clothing may be damaged by a wire hanger, simply run the hanger over the surface of the fabric before storing your item some other way. Take a metal safety pin and turn your clothing inside out. Unlock the pin and slide it through the seam of your clothing so that it's hidden from the outside. Turn your clothing out to face the right direction and put your clothing on. The safety pin will absorb any static electricity. It doesn't matter if you're removing your clothes from the dryer, closet, or dresser. The pin will still work to remove static cling. Avoid placing the pin on the front or near an exposed hem, since others will be able to see it if you do. Running a metal object across your clothing discharges the static electricity. After drying your clothes, put a metal thimble on your finger. Run the finger across the surface of every clothing item to reduce the static charge. You can use a metal-bristled brush instead of a thimble if you prefer, although this may not be the best choice if your fabric could snag on the bristles. As with other tricks involving metal, the idea is to discharge the electrical charge to prevent static. Touching any metal object will accomplish the same goal if you do not have a metal thimble. If you don't have a thimble, brush, hanger, or pin, any metal object will successfully remove an electrical charge. A fork, spoon, bowl, gear, screwdriver, or any other object will work so long as it's made of metal. Make sure that your metal object is clean before running it over your clothes.
Summary: Slide the affected clothes through a metal hanger. Hide a safety pin inside of your clothes to absorb static. Run a metal thimble or brush over the fabric. Drag a metal object over the shirt to gather electrical charge.

Problem: Article: The plantar wart gets its name from being on the planter surface (the sole) of your foot. The human papillomavirus (HPV) is the virus that creates warts, and it invades your body in the superficial layer of your skin, thus causing a thickened growth that resembles a callous. It is more likely to occur in skin that has been broken open or is wet, but can occur in healthy dry skin as well. Warts may take up to six months to appear on the sole of the foot after exposure to the virus, so it can be difficult to trace back to the precipitating event. (However, it is possible for them to occur in people of any age.) They are also more common in people whose immune systems are compromised for other reasons, such as people with chronic skin conditions such as eczema, or people with organ transplants or HIV/AIDS. Some people try a "wait and see" approach to see if their warts will resolve on their own, but if you notice no improvement within a few weeks, or spreading or growth of the warts, your best bet is to seek treatment sooner rather than later.
Summary: Consider how common warts are, and know that you are not alone with this problem. Be aware that warts are most common in children and young adults, which can help in diagnosing them. Understand that for anyone with warts, it is easier to treat fewer, smaller warts.

Problem: Article: In scientific terminology, a fact is an observation that has been repeatedly observed and is accepted as practically functional and "correct." While facts can be scientifically refuted or may not be consistent across time and place, they are held as true until they have been proven wrong. As you explain this concept, focus especially on separating fact from law, since both describe natural phenomena, albeit in different ways. When explaining a scientific fact, start with a point of general observation. For example, begin your explanation by saying something like, "it is always bright outside at noon." This is a fact in that it describes a state of naturehowever, this statement may not be true in Antarctica or Greenland, where darkness lasts throughout the day in certain seasons. Explain how this will lead to a revision of the scientific fact: "within certain degrees of latitude, it is always bright outside at noon." Facts are often the initial building blocks of scientific inquiry; they can generate curiosity and the hypotheses that come from inquiry and experimentation. Facts are less formal than laws, and are not seen as an "official" definition of a phenomenon that occurs or of the reason that something happens. Facts are more localized and generalize less than laws. Explain that, if the Law of Evolution describes the way that species throughout the world evolve over time, a scientific fact related to evolution (and natural selection) could be: "giraffes with long necks can reach more leaves than giraffes with short necks." Many students and adults hold to misunderstandings of scientific vocabulary and misunderstand the relationship of theories, laws, and facts. For example, scientific theories do not develop into scientific laws. To explain the difference, focus on this distinction: laws describe phenomena, theories explain phenomena, and facts describe observations.
Summary:
Define a scientific fact. Provide examples of scientific facts. Clarify the distinction between scientific laws and facts. Clear up any common misconceptions.