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Section 1.10.32 of "de Finibus Bonorum et Malorum", written by Cicero in 45 BC
"Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem. Ut enim ad minima veniam, quis nostrum exercitationem ullam corporis suscipit laboriosam, nisi ut aliquid ex ea commodi consequatur? Quis autem vel eum iure reprehenderit qui in ea voluptate velit esse quam nihil molestiae consequatur, vel illum qui dolorem eum fugiat quo voluptas nulla pariatur?"

deleting a region of DNA or adding a new segment
For example, Bingo can be used to review basic facts and concepts. Students who require more immediate feedback and recognition of their efforts might begin with a Bingo board that has only
three cells across and three cells down. The number of cells can be gradually increased to four across, four down, then five, and so forth. Computer Games: Computer games increase opportunities for responding and active engagement and provide immediate feedback about accuracy. In addition, many students with ADHD find computer learning games highly reinforcing.


Student-Created Reviews
Students can create ways of reviewing previously taught content. For example, they may create
questions and answers for a card game such as Go Fish or Concentration.

Different people need different effective time management strategies. If you’re a graduate student, you may choose to manage your time in a different way than someone who is a working mother. If you’re a visual person, you may prefer a color-coded calendar over a written to do list.

Figuring out a process that works for you, whatever that may be, is key to creating your most efficient life. To help you improve poor time management, we’ve explored nine popular techniques, from the 80/20 rule to the “eat that frog” method. We’ve outlined what they are, how to implement them, and the types of people who most benefit from them. And, check out our infographic below that includes a flowchart to help you decide which time management process will work the best for you.

Generative AI starts with a prompt that could be in the form of a text, an image, a video, a design, musical notes, or any input that the AI system can process. Various AI algorithms then return new content in response to the prompt. Content can include essays, solutions to problems, or realistic fakes created from pictures or audio of a person.

Early versions of generative AI required submitting data via an API or an otherwise complicated process. Developers had to familiarize themselves with special tools and write applications using languages such as Python.

Now, pioneers in generative AI are developing better user experiences that let you describe a request in plain language. After an initial response, you can also customize the results with feedback about the style, tone and other elements you want the generated content to reflect.

Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.

Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control 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).

Do you zone out during long business meetings? Did your husband forget to pick up your child at baseball practice, even though you called to remind him on his way home? Problems with attention result in poor listening skills in many adults with ADHD, leading to a lot of missed appointments and misunderstandings.

At the most basic level, nutrition is about eating a regular, balanced diet. Good nutrition helps fuel your body. The foods you eat supply the nutrients your body needs to maintain your brain, muscle, bone, nerves, skin, blood circulation, and immune system. Proper nutrition also helps protect you from illness and disease such as heart disease, diabetes, cancer, and osteoporosis.

There are two major classes of nutrients in food: macronutrients and micronutrients. Macronutrients are carbohydrates, protein, and fat. They supply energy (in the form of calories) and serve as the building blocks for muscles and tissues.

In comparison, micronutrients are individual vitamins and minerals. They are divided into four categories: water-soluble vitamins, fat-soluble vitamins, microminerals, and trace minerals.