INPUT ARTICLE: Article: with warm water and mild soap. Scrub your hands for at least 20 seconds to make sure you don't have lingering germs or bacteria. Rinse away all of the soap, then dry your hands on a clean towel. If your hands are dirty, you may transfer those germs or bacteria into your vagina, which can cause an infection. If necessary, you can use hand sanitizer to clean your hands before you insert the Softdisc. Use the same position that you use to insert a tampon. Spread your legs and relax your muscles so that the cup can slide into your vaginal canal. Choose the position that's most relaxing for you. If you're relaxed, insertion will be much easier. The opposite sides of the rim should touch each other. The Softdisc will be about the size of a tampon when it's squeezed shut. If you don't squeeze the disc, it will be difficult to insert it and it will not capture menses. The disc will lodge in place low in the vaginal canal. Slide your finger into your vagina in a slight downward motion, following the path of your vaginal canal. Keep pushing the Softdisc back toward your tailbone, not upwards. The Softdisc will fit just below your cervix at the top of your vaginal canal. If you push it upward into the canal rather than backward, it won't be in place and may leak. If you're worried it went upward, take out the Softdisc and re-insert it toward your tailbone. The Softdisc should conform to your body's natural shape. When it's in place, you shouldn't feel it at all. Stand up and make sure you don't feel the Softdisc as you move around. If you can feel Softdisc, it's likely not in place. Remove the Softdisc and re-insert it.

SUMMARY: Wash your hands Squat, put up one leg, or sit on the toilet to open your vaginal canal. Squeeze the rim of Softdisc for easy insertion. Push the Softdisc into your vaginal canal toward your tailbone. Check that you can't feel the Softdisc.

In one sentence, describe what the following article is about: There might be just a handful of people who you have a hard time empathizing with, such as an annoying classmate or a nosy family member. It is also possible that you find it difficult to empathize with an entire group of people, such as women, Protestants, or Canadians. Try to pinpoint all of the people who you have trouble empathizing with, even if your list is long. Write out your list of people and/or groups of people. Now that you have identified the groups or individual people you cannot seem to empathize with, consider why that is. What is it about these particular people or groups of people that seems so alien? Do they make you feel angry, afraid, confused, or something else? Write out your reasons for feeling alienated from these people or groups of people. After identifying your reasons for feeling alienated, try to think about what you have in common with that person or group of people. Even if your lives seem completely different, you probably share some important goals and interests. For example, you might feel very different from someone who comes from a different country and religious background than you, but you probably both care about your friends and families, appreciate basic human rights and freedoms, and want to be successful. Focus on these common interests and this may help you to feel empathy for the person or group of people you have identified.
Summary: Identify people who you find it hard to show empathy for. Ask yourself why it is difficult for you to empathize with certain people. Look for common ground with people who are different from you.

Introduce yourself as a person, a co-worker, and a resource for your trainee. Give them more than just your name. Let them know a bit about your educational and professional background, and how long you have been in your current position. Give them a chance to relate to you so that they can also start relating to the position. Let your trainee know that you will act as a resource for them as they figure out the job. You may want to say, "I helped develop this database, so if you have any questions even after training, you can always give me a call." The first day or two with your trainee, allow them to get adjusted to the company and the job by watching you work. Let them shadow you, either for the entire day or for the parts of the day where you will be handling your trainee's eventual job functions. Assist your trainee by offering to break down a process as you're doing it or after you complete it. Let your trainee go over their notes with you, and help them fill in blanks or parts that they have missed. Much of your time in training will be spent explaining concepts and taking your trainee through tasks and duties. You want to actively engage your trainee in the position, though. Create assignments for your trainee to help them work through their job duties and review with them so that they can see their strengths as well as where they need to improve. If, for example, you had a project that involved research and a summary of your findings, have your trainee repeat the research and the synthesis. Then, go over their work with them, paying equal attention to what they did well and what needs improvement. If you have an active project, find a task within that for your trainee to try. This not only engages them actively with the position, but prepares them for what they will actually be working on moving forward. As training continues, you may be spending less time daily with your trainee. You still want to check in with your trainee on a daily basis, though. This lets them feel supported and allows them to work with you for as long as possible to learn the job. Try to set aside 15 minutes every morning to talk with your trainee about what they will be working on that day, and help them set goals for the day ahead. Set aside another 15 to 30 minutes at the end of every day to talk with your trainee about what they accomplished and to answer any questions they may have.
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One-sentence summary -- Introduce yourself. Have a shadow period. Create assignments. Check in regularly.

INPUT ARTICLE: Article: Plagiarism is often an honest mistake. Many students genuinely don't understand what needs to be quoted. When you explain the assignment, take time to give students a lesson about what constitutes plagiarism. You can say something like, "Anything that is not general knowledge or your own idea needs a citation. Direct quotes and statistics must always have a citation." If your school has a policy on plagiarism, include it in your syllabus. If necessary, you can write your own. If students understand how to write proper citations, they are more likely to use them. Tell students what citation system you would like them to use and spend some time in class explaining the system. For example, if you want them to use APA, show them how to cite a book and a website. You can also include a link to the citation guide in the guidelines for the paper. Don't give broad essay prompts such as "Write about Winston Churchill." Instead, write more complex questions that paper mills won't likely have in the archives. If you want students to write about Churchill, try something like, "How did Churchill's personality impact the way he led Britain in World War II? Give specific examples of how his larger than life personality directly affected the outcome of his diplomatic efforts." If you teach the same class every year, make sure to change up the paper topics each term. This will help cut down on students using papers that previous students wrote. If you do find evidence of plagiarism, make sure to follow protocol. For example, you might be required to notify the principal or guidance counselor. Some schools have a no-tolerance policy, which means that the student automatically fails the assignment or even the class. If you aren't sure what the policy is, ask a co-worker or your supervisor to provide you with that information. Meet with the student first if you think it was an innocent mistake. Many students plagiarize without even realizing it. Consider talking to the student first to see if they understand what they did wrong.

SUMMARY:
Discuss and define plagiarism when giving the assignment. Go over the citation guide you want students to use. Write unique assignments so that students can't easily find a paper online. Follow your school's academic code of conduct to handle the situation.