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API testing is a procedure developers use to evaluate APIs' functionality, efficacy, and security. Before releasing their software, the results of API testing will inform developers if problem fixes and patches are required. They accomplish this through a simulation that entails sending queries that would reach the API when it is accessible to its users, regardless of whether it is authentic. They observe the API to determine how it will react to this volume of queries. If the results are positive, integrating the API is secure. If not, they will be required to fix it.

Customer Support Process
MSU IT is available 24/7 to support your IT needs. Contact the MSU IT Service Desk using one of the methods listed below:

Option 1:Call (517) 432-6200 or toll-free at (844) 678-6200

Always call if you need a prompt response
You will be presented with six options, for most problems in your area you will want to dial six for general IT Service Desk assistance. The other options are as follows:

    Option 1: Classroom Support
    Option 2: Distance Learning Services such as D2L
    Option 3: Clinical and Radiology Systems such as EMR, ARIS, or PACS
    Option 4: EBS or other business or administrative services
    Option 5: Student assistance with Internet access, login, or email questions
    Option 6: Wait on the line (general IT Service Desk assistance


Choose Option 6 or stay on the line for assistance with anything not specifically listed above.


Option 2: Email ithelp@msu.edu<mailto:ithelp@msu.edu>
Option 3: Use the Self-Service Portal <https://uss.itservicedesk.msu.edu/web/frontoffice/login?redirect=/>



  Log in with your NetID
  Select either "Report an Issue," "Request a Service," or "Search Knowledge Base" depending on your needs
Contact ithelp@msu.edu<mailto:ithelp@msu.edu> if pre-populated fields are not correct
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Help Resources
Perform the following steps to gain access to tutorials, help documentation, post questions, and see release notes:

Login to #iteachmsu Commons
Navigate to the Help and Support Group from the Home screen.
Click on the Join Group button

Check the "Getting started in the #iteachmsu Digital Commons" playlist for tutorials and helpdesk information.

This the is a test of the following:

Stuff

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Testing

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Test

What is Attention Deficit Hyperactivity Disorder?
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet

Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015). 

In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en

Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children


The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
The student may:o Appear to be in constant motion,o frequently fidget or move in his or her seat,o become restless during quiet activities,o leave his or her seat when expected to remain seated,o interrupt others and classroom activities,o talk excessively, and/oro fail to follow classroom procedures (e.g., blurt out answers without raising hand).
Combined type. The student may exhibit symptoms that include behaviors from both categories above.
In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013). 

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).