In one sentence, describe what the following article is about: Improvisation exercises are hugely beneficial for drama students at all levels of expertise. They facilitate acting skills such as comfort performing various roles, the ability to read and interact with other actors, clear expression, and instinctive decision-making. They also help stage actors train themselves to stay calm no matter what happens! Be sure to include a variety of improv exercises throughout a class session, shaping them around different themes. Touch on themes that will explicitly facilitate voice work, body work, impromptu interaction, and even confidence building. Shout out an additional rule that must be incorporated into an exercise while students are mid-action. Explain the rules early in the course: when you shout out a recognizable phrase, the students must incorporate the associated rule into whatever they're already doing. Try "memory loss" to indicate everyone should act like they just forgot what they were doing and have to figure it out again. Use "the world ends tomorrow" to add some frantic - and especially dramatic - developments to an exercise. Another classic, simple option is "slow motion", which you can refer to more playfully as "the blob monster." For instance, shout out "the BLOB attacks!," to indicate that an imagined blob of goop has occupied the room, sticking to everyone, slowing them down, and otherwise messing with their movements or ability to speak. Specify that improvisational qualifiers such as the blob monster cannot be referenced verbally within the narrative of the exercise. Students must simply incorporate the new improvised rule via action. Altogether or in smaller groups, have students sit in a circle. Have one student begin the exercise by turning to another and "saying" something completely nonsensical, perhaps not even using actual words. Have the recipient then turn to the next person and try to reflect the first student's "statement" in some way. Tell students that they can incorporate each other's actual sounds, inflections, or simply speed of sound-making. Further, point out that accents, exaggerations, and intonations can also be mimicked or morphed, and that the exercise will help everyone's vocal creativity expand. Up the same sort of exercise with an entirely non-auditory version of communication. Get students to act out emotionally charged scenes quietly. Ask them to use facial expressions and body language to act out how they feel about an imagined situation. Call out developments in the scenario to shift the participants' emotions. Direct them to avoid too much mouthing of words or exaggerated arm movements, as these are too easy. Assemble students in small group circles and tell someone in particular to think of a sentence but not to share it with the group. Have that person slowly start to sound out the first word and have everyone else join in making the sound. The person who is leading the sentence will then move into the next sound. Slowly and steadily, the group will come to speak the sentence altogether. In the process, they will learn to read and anticipate the expression of one another's voices and seemingly, of one another's minds!
Summary: Feature improv lessons prominently. Make any exercise improvisational. Incorporate the attack of the blob. Get students to have conversations with sounds instead of words. Instruct students to have a conversation with no sounds whatsoever! Return to word-based communication by getting students to speak collectively.

In one sentence, describe what the following article is about: A green salad, vegetables dipped in salsa or soups with either a broth or tomato base make the best choices. Decrease the CD of your vegetables by eliminating butter or sauce. Try to fill your plate about halfway full of vegetables. Each of these foods should take up about 1/4 of your plate.
Summary: Start with a healthy appetizer from the very low CD or low CD category. Eat more vegetables. Lower your grain and protein portions.

In one sentence, describe what the following article is about: Sometimes in order to accomplish what feels like a monumental task, you have to start small. For now, just go and turn on the shower. Get the water nice and warm and think about how good it would feel to climb inside. You'll probably find it much easier to shower once you're actually in the bathroom and have everything all ready to go. The hardest part often lies in simply taking the first step. Remember, the only thing holding you back is lethargy. With that out of the way, nothing can stop you. At this point, it will probably feel silly to have gone to all that trouble just to shut off the water and put your clothes back on. Since you're already in position, and it requires just as much effort to get dressed again, you might as well go ahead and hop in the shower. When you're lounging comfortably on the couch, the list of things you need to do to successfully bathe can seem overwhelming. Instead of trying to focus on lots of details at once, move things along a little at a time. If you find that you lack the motivation to shower, it can be helpful to keep in mind what happens when you don't bathe regularly. Dirt, oil and dead cells can build up on your skin, making you feel grimy and uncomfortable. If you go too long, this can cause problems like itching, clogged pores and skin infections. After a while, you can start to smell, as well, which can be a source of social embarrassment. It can be bad for you to go too long without a bath or shower. Skin conditions like acne, dermatitis and chronic body odor can develop, making you look and feel unhealthy. There's no need to shower every day. In fact, dermatologists now believe that it's actually better for you to only shower a few times a week. This may make dealing with the task easier for you.
Summary:
Turn on the water. Once you've made it to the bathroom and got the shower running, strip down and see how you feel. Remind yourself why you need to shower.