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Statistics show approximately one third of all high school students live with ADD, while college reports find approximately two to eight percent of college students have ADHD. Some of the notable people who successfully navigated college while living with ADD include David Neeleman, the founder of JetBlue Airways, and Charles Schwab, American businessman and founder of the Charles Schwab Corporation. There can be many questions about ADD and how it affects students. The list below provides resources with answers to some of these common queries. This step by step guide by Children and Adults with Attention Deficit Disorder covers all the common questions about the transition to college. There are a number of popular options for students with ADD to help focus their attention while in class or studying. These apps, devices and programs include:Audible provides millions of audio books, digital magazines, newspapers and other reading materials for students who prefer to listen rather than read. This app helps students boost academic performance by assisting in areas of memory, concentration, and organization. For students who find it difficult to type long pieces, GoQ software provides advanced word prediction, eliminating the need to type every word in full. Although also functioning as a standard ballpoint pen, the Livescribe uses Bluetooth technology to send everything the student writes to a smartphone or tablet. Students who like to make notes on their reading materials will find much use in this product, which converts scanned PDFs into editable formats.
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Her work is available in English in 16 Poems, translated by Alistair Noon, Barque Press, 2009, and in to refrain from embracing, translated by Nicholas Grindell, Burning Deck, 2011. Grindell is currently working on a translation of Honigprotokolle, and Ann Stokes is translating her selected poems. News and Notes, PN Review 224 2015, 41:6Anne's research interests relate to translation generally, literary translation in particular, and German literary culture since 1945. She welcomes research applications in these areas. Stokes A 2019 'The dictatorship of the good book': Translation in Occupied Germany 1945 48. The Linguist. tokes A 2017 'Mich schwindelt vor Farbe und Duft': Nature and Subjectivity in Sarah Kirsch's Landaufenthalt. German Life and Letters, 70 2, pp. 226 240. tokes RG and Banken R 2016 Building On Air: The International Industrial Gases Industry, 18862006. Stokes A Translator.
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S. Hephzibah Priyadharshini, Ph. D. Language Development Strategies in the Era of Globalization: TeluguNational Seminar Proceedings University of Hyderabad . Editor: Dr. Pammi Pavan KumarUsing English Literature in Higher Secondary EFL Classrooms in Rural Bangladesh: Bridging the Cultures to Facilitate EFL Learning M. A. Dissertation . Mossa. Sohana Khatun, M. A.
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Two competing theories have been introduced regarding the effects of TV use on creative imagination: stimulation theory posits that TV stimulates creative imagination through its content; reduction theory, on the other hand, posits that TV hinders the development of creative imagination Valkenburg and van der Voort, 1994: 324325. While five types of reduction hypotheses have been proposed in the literature Salomon, 1984: 650; Singer et al. 1984, only the visualization hypothesis is relevant and will be discussed here. The visualization hypothesis posits, in essence, that the visual nature of TV is responsible for the reductive effect that TV has on creative imagination. Unlike verbal media, such as radio and print, TV presents the viewer with ready made visual images and thus leaves little room for forming ones own. When engaged in creative thinking, it is hard to dissociate oneself from the images supplied by TV, with the result that one has greater difficulty generating novel ideas and images from TV Greenfield and Beagles Ross, 1998: 74; Meline, 1976: 81; Webb, 1980: 10.