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Postman is a standalone software testing API (Application Programming Interface) platform to build, test, design, modify, and document APIs. It is a simple Graphic User Interface for sending and viewing HTTP requests and responses.
While using Postman, for testing purposes, one doesn't need to write any HTTP client network code. Instead, we build test suites called collections and let Postman interact with the API.
In this tool, nearly any functionality that any developer may need is embedded. This tool has the ability to make various types of HTTP requests like GET, POST, PUT, PATCH, and convert the API to code for languages like JavaScript and Python.

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).

AIML stands for Artificial Intelligence Markup Language. AIML was developed by the Alicebot free software community and Dr. Richard S. Wallace during 1995-2000. AIML is used to create or customize Alicebot which is a chat-box application based on A.L.I.C.E. (Artificial Linguistic Internet Computer Entity) free software.
AIML Tags
Following are the important tags which are commonly used in AIML documents.



S.No.
AIML Tag / Description


1

<aiml>
Defines the beginning and end of a AIML document.



2

<category>
Defines the unit of knowledge in Alicebot's knowledge base.



3

<pattern>
Defines the pattern to match what a user may input to an Alicebot.



4

<template>
Defines the response of an Alicebot to user's input.




We'll discuss each of these tags in AIML Basic tags chapter.
Following are some of the other widely used aiml tags. We'll be discussing each tag in details in coming chapters.



S.No.
AIML Tag / Description


1

<star>
Used to match wild card * character(s) in the <pattern> Tag.



2

<srai>
Multipurpose tag, used to call/match the other categories.



3

<random>
Used <random> to get random responses.



4

<li>
Used to represent multiple responses.



5

<set>
Used to set value in an AIML variable.



6

<get>
Used to get value stored in an AIML variable.



7

<that>
Used in AIML to respond based on the context.



8

<topic>
Used in AIML to store a context so that later conversation can be done based on that context.



9

<think>
Used in AIML to store a variable without notifying the user.



10

<condition>
Similar to switch statements in programming language. It helps ALICE to respond to matching input.




AIML Vocabulary
AIML vocabulary uses words, space and two special characters * and _ as wild cards. AIML interpreter gives preference to pattern having _ than pattern having *. AIML tags are XML compliant and patterns are case-insensitive.
Example
<aiml version = "1.0.1" encoding = "UTF-8"?>
<category>
<pattern> HELLO ALICE </pattern>

<template>
Hello User!
</template>

</category>
</aiml>
Following are the important points to be considered −


<aiml> tag signifies start of the AIML document.


<category> tag defines the knowledge unit.


<pattern> tag defines the pattern user is going to type.


<template> tag defines the response to the user if user types Hello Alice.


Result
User: Hello Alice
Bot: Hello User

This the is a test of the following:

Stuff

cats
dogs

MSU is a big place where a lot of individuals have unique experiences and perspectives. Our idea with the #iteachmsu Ask Me Anything is to create an asynchronous opportunity for educators to be in conversation with their colleagues. We'll be utilizing the #iteachmsu Commons Feed as the space for AMAs!note: the Feed is publicly visible, but only users who have logged in with their MSU netID can reply/comment.The Schedule:The following are confirmed #iteachmsu AMA Hosts, their topics, and the date they'll be answering questions! This list will be continually updated as more Hosts are confirmed.

September 27, 2021 - Susan Kendall, Copyright for Instructors
September 28, 2021 - Brittany Dillman, Teaching Online: pedagogy, assessment & instructor presence
September 29, 2021 - Summer Issawi & Erica Venton, Did you know? Connection is critical - find people and information.
Whether you are a new educator or a seasoned contributor there is always something to discover at MSU. Chat with us about resources, groups, ways to connect, and things to explore. Share your own helpful information or ask for ideas.
October 5, 2021 - Anne Baker, Designing eLearning Modules
October 15, 2021 - Megan Mikhail, Supporting Student Mental Health and Wellness
October 22, 2021 - Dustin De Felice, Ideas for Hyflex Classrooms
"Hyflex" = online & F2F classes running concurrently
November 1, 2021 - Julie Taylor, Incorporating technologies at the MSU Libraries from book design to 3D printers

How does it work:On the day of an AMA, the AMA Host will post an introduction in the Feed by 10am Eastern. If you have a question for the host, related to the topic they've outlined, you can share your questions by commenting on their post. Hosts will share their responses to your questions via the reply to comment function throughout the day. There is no registration required to participate in the #iteachmsu AMAs, and educators are engaged to join as often as they can!“Topics” can be any general activity, area of expertise, or theme that Hosts feel they can speak to.  Remember, Hosts aren't asked to be the be-all-end-all expert. We’re just hoping this will be a new way of having conversations and building connections.In the example below, you can see an introductory post shared by Dustin De Felice, one of our #iteachmsu AMA Hosts last year. The comment button (depicted as a speech bubble) is emphasized with a red box. You'll click that button to share your questions with the Host!
If you're an MSU educator, interested in joining us as an AMA Host, you can sign up via this form. 

Article 4 : Migration Public group - content visibility public 
School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. 
 
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. 
 
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
 
The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families. 
 
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).

REFhttps://neilpatel.com/blog/complete-guide-structuring-urls/

ADHD and School interventions519 x334
School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. 

Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. 

Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families.