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Google Images earlier offered a useful “search by size” option in advanced search to help you find logos, wallpapers and other images on the Internet by their exact size (or resolution).
For instance, you could limit your search for landscape photographs to image files that were at least 10 Megapixels in size. Or, if you are were using Google Image search to find wallpapers for the desktop, you could specify the image resolution as 1920x1080 pixels and Google would only return large images with those exact dimensions

Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.
The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.

Turn your school into a supportive educational environment, where your educators and staff work as effective teams within a smoothly running administrative system. We can advise you in developing your school policies, regulations, and procedures in ways that benefit all of your stakeholders and create the right conditions for your institution to flourish. You can design and develop your entire school system with Beyond Learning. We base our educational consultation on research as well as on your particular needs. Our foundations in strategic leadership and educational management give us the experience we need to provide consultation that actually helps. 
Turn your school into a supportive educational environment, where your educators and staff work as effective teams within a smoothly running administrative system. We can advise you in developing your school policies, regulations, and procedures in ways that benefit all of your stakeholders and create the right conditions for your institution to flourish. You can design and develop your entire school system with Beyond Learning. We base our educational consultation on research as well as on your particular needs. Our foundations in strategic leadership and educational management give us the experience we need to provide consultation that actually helps.
 

Air pollution, release into the atmosphere of various gases, finely divided solids, or finely dispersed liquid aerosols at rates that exceed the natural capacity of the environment to dissipate and dilute or absorb them. These substances may reach concentrations in the air that cause undesirable health, economic, or aesthetic effects.

Text from William & Mary and Texas A&M https://education.wm.edu/centers/ttac/documents/packets/adhd.pdfThe goal of behavior management strategies is to help students learn to manage their ownbehavior. The following strategies are most effective when used in conjunction with evidence based instructional strategies.
Prevention StrategiesHere are some preventive measures that support students in demonstrating positivebehavior.
Nonverbal Supports: Together with the student, develop inconspicuous,nonverbal messages such as eye contact, hand gestures, or other signals that teachstudents to recognize the conditions that trigger specific behaviors. Once thesystem is developed, students can learn to manage their behavioral responsesbefore they occur. 
 
For example, creating a signal and routine for “taking a five minutebreak” at a specified classroom location provides an opportunity for thestudent to recognize when he is becoming restless or frustrated and preventsbehavior from escalating. This system is most effective if used before thebehavior escalates or intensifies.
Choice as Reward: Choice in and of itself appears to be highly reinforcing.Provide choices of activities between assignments or embed choices withinassignments (e.g., choice of materials, readings, response modes, peer partners).Choices also provide students practice in decision making.
Checking With Chimes: In order to teach students to monitor their attention totask, set reminders at random intervals on an electronic device, such as asmartphone or kitchen timer. Time intervals should be set based on the student’sattention span and the pace of the lesson (typically 3 to 5 minutes). When thetone sounds, the student charts or marks whether she is engaged in learning. Asimple yes or no checklist works well. Students can monitor their own behaviorsby giving themselves points or checkmarks for appropriate behavior. Extra pointsmay be awarded when student and teacher ratings match. The student could thenchart her score using a computer program, tablet, smartphone, graph paper, orposter board.

Specail issue "Distributes, interconnected andDemocratic Agri-Food Economics New Directions is Research"

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). 

No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended. 
Here are several of these practices:

classified as trees have a single self-supporting trunk containing woody tissues, and in most species the trunk produces secondary limbs, called branche
To many, the word tree evokes images of such ancient, powerful, and majestic structures as oaks and sequoias, the latter being among the most massive and longest-living organisms in the world. Although the majority of Earth’s terrestrial biomass is represented by trees, the fundamental importance of these seemingly ubiquitous