Stress management offers a range of ways to help you better deal with stress and difficulty, also called adversity, in your life. Managing stress can help you lead a more balanced, healthier life.

Stress is an automatic physical, mental and emotional response to a difficult event. It's a common part of everyone's life. When used positively, stress can lead to growth, action and change. But negative, long-term stress can lessen your quality of life.

Stress management approaches include:

Learning skills such as problem-solving, focusing on important tasks first and managing your time.
Improving your ability to cope with difficult events that happen in life. For example, you may learn how to improve your emotional awareness and reactions. You also may learn how to increase your sense of control. And you may find greater meaning and purpose in life and have more gratitude and optimism.
Practicing relaxation techniques such as deep breathing, yoga, meditation, tai chi, exercise and prayer.
Improving your personal relationships.

At this extreme moment, we began working from home, away from campus, and keeping social distance for as many people as possible. As we stay home and are stuck with the foods that have been in our fridge or pantry for a while, we are temporarily living a sedentary lifestyle with increased odds of physical inactivity, excessive eating and sitting, stress, anxiety, and depression. In particular, many of us will gain some weight during the pandemic and may keep the extra weight permanently, which may carry considerable health risks for type 2 diabetes, hypertension, heart attack, stroke, and other health problems.
Here, I’d like to share some basic tips and resources for how to maintain your healthy lifestyle, body weight, and overall well-being while staying home and engaging in social distancing.
1. Measure and Watch Your Weight
Keeping track of your body weight on a daily or weekly basis will help you see what you’re losing and/or what you’re gaining.
2. Limit Unhealthy Foods and Eat Healthy Meals
Do not forget to eat breakfast and choose a nutritious meal with more protein and fiber and less fat, sugar, and calories. For more information on weight-control foods and dietary recommendations, please check the following website: www.hsph.harvard.edu/obesity-prevention-source/obesity-causes/diet-and-weight/.
3. Take Multivitamin Supplements
To make sure you have sufficient levels of nutrients, taking a daily multivitamin supplement is a good idea, especially when you do not have a variety of vegetables and fruits at home. Many micronutrients are vital to your immune system, including vitamins A, B6, B12, C, D, and E, as well as zinc, iron, copper, selenium, and magnesium. However, there’s currently NO available evidence that adding any supplements or “miracle mineral supplements” to your diet will help protect you from the virus or increase recovery. In some cases, high doses of vitamins can be bad for your health.

Smoke test playlist
Federal guidelines suggest minimum daily amounts for vitamins and key minerals. However, unless you need to increase your intake for specific ones because of a deficiency or other medical reason, following so many numbers can be confusing.

The best approach to ensure you get a variety of vitamins and minerals, and in the proper amounts, is to adopt a broad healthy diet. This involves an emphasis on fruits and vegetables, whole grains, beans and legumes, low-fat protein, and dairy products. The good news is that many common foods contain multiple mineral and vitamin sources, so it is easy to meet your daily needs from everyday meals.

Here are some of the best foods for vitamins and minerals from the Harvard Medical School Special Heath Report, Making Sense of Vitamins and Minerals: Choosing the foods and nutrients you need to stay healthy:

After it has been determined that a child is eligible for special education and related services under IDEA, an IEP is developed that includes a statement of measurable annual goals, including benchmarks or short-term objectives that reflect the student's needs. The IEP goals are determined with input from the parents and cannot be changed without the parents' knowledge. Although children who are eligible under IDEA must have an IEP, students eligible under Section 504 are not required to have an IEP but must be provided regular or special education and related aids or services that are designed to meet their individual educational needs as adequately as the needs of nondisabled students are met.

Give directions to one assignment at a time instead of directions to multiple tasks all at once;
Vary the pace and type of activity to maximize the student's attention; and
Structure the student's environment to accommodate his or her special needs. For example, the student can be seated away from potentially distracting areas (such as doors, windows, and computers) or seated near another student who is working on a shared assignment.

Studies found that students with ADHD, compared to students without ADHD, had persistent academic difficulties that resulted in the following: lower average marks, more failed grades, more expulsions, increased dropout rates, and a lower rate of college undergraduate completion (Weiss & Hechtman as cited in Johnston, 2002; Ingersoll, 1988).

Form of Directions

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Additional content that appears and disappears in coordination with keyboard focus or pointer hover often leads to accessibility issues. Reasons for such issues include:

the user may not have intended to trigger the interaction
the user may not know new content has appeared
the new content may intefere with a user's ability to do a task
Examples of such interactions can include custom tooltips, sub-menus and other nonmodal popups which display on hover and focus. The intent of this success criterion is to ensure that authors who cause additional content to appear and disappear in this manner must design the interaction in such a way that users can:

perceive the additional content AND
dismiss it without disrupting their page experience.
There are usually more predictable and accessible means of adding content to the page, which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover and keyboard focus, this success criterion specifies three conditions that must be met:

dismissable
hoverable
persistent
Each of these is discussed in a separate section.

Programming languages are the foundation of software development. They are used to write instructions that computers can understand and execute. Programming languages are important because they allow developers to create software that can solve complex problems, automate tasks, and improve efficiency. Different programming languages are suited for different types of app development—and these languages are just the useful tools used to envision and build their ideas.

How ADHD Affects School Performance

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.