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Primer text from the U.S. Department of Education.
Numerous studies have found that positive results occur when the major stakeholders in a student's education collaborate to address a child's ADHD (Blazer, 1999; Bos, 1999; Bos, Nahmias, & Urban, 1999; Nahmias, 1995; Williams & Carteledge, 1997). 
Effective collaboration and communication between home and school provide structure across the two major settings in the child's life. Common rewards, reinforcement strategies, and language help to promote consistency across settings.
Bos et al. (1999) reported that collaborative partnerships between home and school were especially important during the initial assessment of the child's disability and educational needs, the development of behavior modification plans, the evaluations of medication, and the coordination of assignments. 
Parents and teachers can share information with one another if they work together to plan behavioral and academic strategies for the student. 
Parents can offer information about the child-including the child's medical history, hobbies and interests, effective reinforcers, and behavior in other settings-that may inform the decisions made by the teacher and other members of the IEP team. 
The teacher can keep parents informed about their child's progress, performance, and behavior in school.

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Symptoms





Symptoms of a heart attack vary. Some people have mild symptoms. Others have severe symptoms. Some people have no symptoms.
Common heart attack symptoms include:

Chest pain that may feel like pressure, tightness, pain, squeezing or aching
Pain or discomfort that spreads to the shoulder, arm, back, neck, jaw, teeth or sometimes the upper belly
Cold sweat
Fatigue
Heartburn or indigestion
Lightheadedness or sudden dizziness
Nausea
Shortness of breath

Women may have atypical symptoms such as brief or sharp pain felt in the neck, arm or back. Sometimes, the first symptom sign of a heart attack is sudden cardiac arrest.
Some heart attacks strike suddenly. But many people have warning signs and symptoms hours, days or weeks in advance. Chest pain or pressure (angina) that keeps happening and doesn't go away with rest may be an early warning sign. Angina is caused by a temporary decrease in blood flow to the heart.



Symptoms





Symptoms of a heart attack vary. Some people have mild symptoms. Others have severe symptoms. Some people have no symptoms.
Common heart attack symptoms include:

Chest pain that may feel like pressure, tightness, pain, squeezing or aching
Pain or discomfort that spreads to the shoulder, arm, back, neck, jaw, teeth or sometimes the upper belly
Cold sweat
Fatigue
Heartburn or indigestion
Lightheadedness or sudden dizziness
Nausea
Shortness of breath

Women may have atypical symptoms such as brief or sharp pain felt in the neck, arm or back. Sometimes, the first symptom sign of a heart attack is sudden cardiac arrest.
Some heart attacks strike suddenly. But many people have warning signs and symptoms hours, days or weeks in advance. Chest pain or pressure (angina) that keeps happening and doesn't go away with rest may be an early warning sign. Angina is caused by a temporary decrease in blood flow to the heart.

To find out about the meaning of life, let’s start by finding out how life started. Let’s see what scientists have discovered.
To make life possible on a planet, you need at least 2 important things. That is what a well known scientist, Carl Sagan, found out in 1966.
At first there has to be the right kind of star: The energy source (a sun).Secondly the distance from a planet to the star has to be right. Too far away and it will be too cold. When the sun is too close, it will be too hot for life.
Carl Sagan calculated that there were about 1,000,000,000,000,000,000 planets in the universe that are suitable for life.
What happened since 1966? Scientists learned more about life and the universe. As we studied more, also much more criteria were found that are necessary to make life possible on a planet!URL : https://www.thinkoneweek.com/day-1-the-origin-of-life-on-earth/ 

To include more high-quality protein in your diet, try replacing processed carbs with high-quality protein. It can reduce your risk for heart disease and stroke, and you'll also feel full longer, which can help you maintain a healthy weight.

Reduce the amount of processed carbohydrates you consume—from foods such as pastries, cakes, pizza, cookies and chips—and replace them with fish, beans, nuts, seeds, peas, chicken, low-fat dairy, and soy and tofu products.
Snack on nuts and seeds instead of chips, replace a baked dessert with Greek yogurt, or swap out slices of pizza for a grilled chicken breast and a side of beans.

Not a seafood fan? Make fish more palatable
If you're not a fan of seafood, but want to include more in your diet, there are ways to make fish more palatable.

Always buy fresh fish. Some say tilapia, cod, or salmon have the least “fishy” taste.
Disguise the taste by adding a flavorful sauce.
Marinate fish with Creole or Cajun seasoning.
Add shell fish or white fish, such as cod or tilapia, to a curry.
Combine grilled fish with fresh salsa or your favorite chutney
Mix canned salmon or tuna with low-fat mayonnaise and chopped onion for a tasty sandwich filling.

Whether you’re a full-time student, a working student or a parent going back to school, better time management skills are vital to living a balanced life. If you have a habit of leaving things until the last minute, try using Parkinson’s Law or the eat that frog method. If you have a hard time focusing on the task at hand, try the Pomodoro technique of working more intensely in short intervals.Mastering time management will set you up for success in all areas of your life and will help you avoid test anxiety when finals roll around. At USAHS, we emphasize supporting our students in their personal and professional lives. We help you develop the tools and additional resources you need to succeed in our graduate degree programs.

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,2011). 

Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a studentwith ADHD (Piffner, 2011). 

When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
When using a proactive approach to classroom management, teachers support all students andcreate conditions that prepare them for learning (Piffner, 2011). 

Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others.
Opportunities to RespondStudents with ADHD often have the most trouble attending during drill-and-practice assignments because of the repetitive nature of the tasks. Peer-mediated approaches such as those enumerated in the next screens are particularly effective for students with ADHD in such cases, because they increase students’ opportunities for engagement and active learning (Piffner, 2011).

The status codes in this category show the resource is in a different location, and the user gets redirected as a result. 
300 — Multiple Choice: The request has more than one possible response. And the user should choose one of them. 
301 — Moved Permanently: This redirect status code indicates the requested resource has permanently moved to a new URL. The browser displays the new URL.
302 — Found: Previously known as “Moved Temporarily,” this code indicates the requested resource has temporarily moved to a new URL. 
303 — See Other: The server redirects the user to the requested resource with a GET request at another URL. 
304 — Not Modified: Used for caching purposes. The response hasn’t been modified, so the client can continue to use the same cached version of the requested resource. 
307 — Temporary Redirect: The requested resource temporarily moved to a different URL. The only difference vis-a-vis the 302 code is the user must not change the HTTP method used.
308 — Permanent Redirect: The requested resource permanently moved to a different URL. The difference between this code and 301 is the user must not change the HTTP request method.

URL: https://www.usa.edu/blog/time-management-techniques/https://youtu.be/iONDebHX9qk?si=Pevl6sZNfq0i3x9y Table:



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