Problem: Article: Starting out in the field can be daunting, so contact your college's alumni department or local chapter of the STC to see if you can meet with an experienced technical writer. This mentor can give you advice and tell you what markets or employers are looking for entry level staff. The STC also maintains an active mentor board. If you're interested in find a mentor to help you find an entry level job in technical writing, complete a profile that can be posted on this board. A mentor help you by sharing experiences, advice and training. If you're uncertain what particular field of technical writing might suit you, a mentor can help you understand the different aspects that may affect your choice. A mentor can also help you access new training and professional development. There are more entry level jobs in cities such as Toronto, Ottawa, Vancouver, New York City, San Francisco, Los Angeles, D.C., Boston, Houston, San Diego, Seattle, Portland, Atlanta and Dallas than in smaller cities. Look at the STC website to find the best cities for technical writing jobs. More and more technical writing jobs are available online as well. If you don't live in a larger city, you may want to find an online entry level technical job position. Depending on the particular track of technical writing you plan to pursue, consider the other factors involved in your field to decide where you should live. For example, if writing for research in healthcare is your goal, look for positions in cities that also house major medical research centers. If you're interested in pursuing writing for the aerospace engineering field, look for jobs in cities that are major hubs for Boeing, Lockheed-Martin, etc. Look online using job search engines. Reading the listings is a good way to become familiar with the job market in different cities. List all major companies that are hiring technical writers in any position. For this list, you'll want to be as inclusive as possible. Make a spreadsheet that lists the company, industry, contact information and any special notes or qualifications. You should be able to alter your spreadsheet as you acquire new information. Delete or add new entries as need be. Call or email companies directly. Ask them to consider you for any future entry level positions and keep your resume and portfolio on file. To cover your bases well, contact between 50 and 100 companies. Meeting contacts in the industry and foster relationships. They may be able to give you hints about possible entry level openings. Make sure you have an attractive and professional-looking business card to share with others. Keep your resume up-to-date so that you can share with professional contacts you meet through networking.
Summary: Find a mentor. Consider moving to a technical hub. Make a contact list. Network at seminars, job fairs and major technical events.

INPUT ARTICLE: Article: Most machines have a heating mechanism for the water, but using hot water helps. Use water that is as hot as possible without actually being boiling. Only put as much water as the machine directs so that you don't overfill the water tank. Look for a max fill line on the water tank. Some natural fiber carpet can shrink from hot water or be harmed by detergent, so always be aware of what type of carpet you are planning to steam clean. Steam cleaners usually use a detergent of some kind, so make sure to check the machine's instructions to use the right kind. Only use the amount directed, as using too much soap will cause it to stay in the carpet. Some machines will have a specific compartment where the soap goes, and others might direct you to mix the soap into the water. Steam is not actually what cleans the carpet, a detergent or cleaner is. If you are sensitive to chemicals or want a natural option, vinegar is great for cleaning. Mix a 50/50 solution of vinegar with the hot water.

SUMMARY: Fill the steam cleaner with hot water. Add soap as directed. Opt for vinegar over detergent.

In one sentence, describe what the following article is about: All autistic children are capable of learning. They simply need to find a strategy for proper information absorption. If an autistic child is not learning, it is not because they cannot learn, but because there is some barrier. Too much noise in the environment, an untreated anxiety disorder, or bullying are examples of issues that can impede learning. Limited communication skills may also prevent them from demonstrating what they know. Learn to accept that autistic children may always have differences, and should not be evaluated on the same basis as their neurotypical classmates. Autistic children should be evaluated in relation to their own growth and learning over time Understand that not all autistic children can use the same techniques that you use when teaching a certain subject. Some autistic kids may pick it up very quickly. Autistic kids may have uneven skill profiles. Make sure that the material is appropriate (including supplying more advanced material as needed). An autistic child isn't going to act like a non-autistic child, and that's okay. Many autistic differences are adaptive; the child acts this way for a reason. Instead of trying to teach them to suppress their natural body language and pretend to be non-autistic, accept their differences and focus on teaching skills that will be more helpful. Eye contact can be distracting or painful for autistic people. An autistic child may prefer to look at a different part of you or stare into space to help them listen better. Fidgeting is normal and helps with coping skills. Turning away is not a sign of rejection, but a sign of being overwhelmed. Movement disabilities may cause jerky, clumsy, or overly forceful movements. Facial expressions may look distant, odd, or exaggerated. This usually isn't on purpose. Autistic children may need extra processing time and thus respond more slowly. Some autistic children may struggle with sarcasm, idioms, puns, and jokes. When talking to them, be as precise and specific as possible. Say what you mean when you want them to do something. For example, instead of telling them "Perhaps you should go back to the drawing board," say, "I want you to try this activity again." These can be confusing, as autistic children often have trouble processing sequences, particularly spoken ones. Give them extra time to process what you say as some autistic children have problems processing what they hear. If the child can read, write down the instructions. If the child is still learning, written instructions with pictures might help. Give instructions in small steps, and use short sentences whenever possible. Some autistic children learn to communicate via sign language, pictures, or a voice output device. If the child uses any of these to communicate, learn the system so that you can effectively use it. For example, you may need to print out different pictures of food. At snack time, have the child point to what they want. Autistic children sometimes struggle to process spoken words (especially from recordings due to odd acoustics), so seeing written words can help them understood what is being said. This can help both those who can and cannot yet read. Children who cannot read yet will associate printed words with spoken words. Children who can read may benefit from being able to see the words as well as hear them. If a child has a favorite television show, record the show with the closed captions and incorporate the show as part of the reading lesson.
Summary:
Assume that all children are competent. Recognize how autistic body language can be different. Speak in clear, precise language. Avoid long verbal commands or lectures. Communicate with the child using functional aids if necessary. Use closed captions on a television.