A natural disaster is the highly harmful impact on a society or community following a natural hazard event. The term "disaster" itself is defined as follows: "Disasters are serious disruptions to the functioning of a community that exceed its capacity to cope using its own resources. Disasters can be caused by natural, man-made and technological hazards, as well as various factors that influence the exposure and vulnerability of a community.

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.

Water soluble

B-1: ham, soymilk, watermelon, acorn squash

B-2: milk, yogurt, cheese, whole and enriched grains and cereals

B-3: meat, poultry, fish, fortified and whole grains, mushrooms, potatoes

B-5: chicken, whole grains, broccoli, avocados, mushrooms

B-6: meat, fish, poultry, legumes, tofu and other soy products, bananas

B-7: Whole grains, eggs, soybeans, fish

B-9: Fortified grains and cereals, asparagus, spinach, broccoli, legumes (black-eyed peas and chickpeas), orange juice

B-12: Meat, poultry, fish, milk, cheese, fortified soymilk and cereals

Vitamin C: Citrus fruit, potatoes, broccoli, bell peppers, spinach, strawberries, tomatoes, Brussels sprouts

Fat soluble

Vitamin A: beef, liver, eggs, shrimp, fish, fortified milk, sweet potatoes, carrots, pumpkins, spinach, mangoes

Vitamin D: Fortified milk and cereals, fatty fish

Vitamin E: vegetables oils, leafy green vegetables, whole grains, nuts

Vitamin K: Cabbage, eggs, milk, spinach, broccoli, kale

---- edited

Diabetes is common. Approximately 37.3 million people in the United States have diabetes, which is about 11% of the population. Type 2 diabetes is the most common form, representing 90% to 95% of all diabetes cases.

About 537 million adults across the world have diabetes. Experts predict this number will rise to 643 million by 2030 and 783 million by 2045. --- Edited

o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,
o frequently fidget or move in his or her seat,
o become restless during quiet activities,
o leave his or her seat when expected to remain seated,
o interrupt others and classroom activities,
o talk excessively, and/or
o fail to follow classroom procedures (e.g., blurt out answers without raising hand).


Combined type.
The student may exhibit symptoms that include behaviors from both categories above.

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

As a result of the behaviors listed above, students with ADHD are at greater risk of academic
difficulties, social/emotional issues, and limited educational outcomes.

Have tangible reminders:
- A big clock in the bedroom;
- Charts for chores;
- Assignment pad to record homework and a specific folder to put work in upon completion; and
- Gain the child's attention before speaking to him or her. Have the child repeat back directions for things that are really important.
Avoid the following:
- Repeating patterns of inappropriate behavior followed by ineffective punishment;
- Administering consequences without prior warning or without the child understanding why he or she is receiving them; and
- Responding inconsistently to inappropriate behaviors.

Students with ADHD: Tips for Home

Students also can take some of the responsibility for their educational and behavioral adaptations. Blazer (1999) reported that students as young as 5 years old can communicate ways to make their school experience more pleasurable and learning easier. Student input also helps to promote a sense of ownership and responsibility for the new strategies and adaptations.
Here are some suggestions for practices that may be helpful for teachers working with a child with ADHD.

Children’s brains develop rapidly from ages birth through three. Brain development affects all areas of a child’s growth.

There are four main areas of development: motor (physical), language and communication, social and emotional, and cognitive. Brain development is part of cognitive development. Cognitive development describes how a child’s intellect grows, and includes thinking, learning and problem-solving skills. These skills affect all other areas of development.

The first three years of a child’s life are critical for learning and development. Many parents ask how they can help their child’s brain develop. The best way is to actively engage your child through everyday activities like playing, reading and being there when he/she feels stress.

Here are ideas to encourage brain development:

Self-Correction Opportunities
Students use calculators or a key provided by the teacher to check their answers.

Learning Games
Students play board games that reinforce skills such as sight vocabulary, phonics, grammar rules, and basic math facts.

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.

It sounds counterintuitive, but many people find success losing weight—especially initially—by eating more fat, not less. Called a ketogenic or Keto diet, this method requires shifting the main source of calories over to fatty foods—between 75% and 90% of what you eat, with only 10-20% of your calories coming from protein and a mere 5% from carbohydrates. The theory is that by eating so many healthy fats and restricting carbohydrates, you enter an altered metabolic state in which you force your body to begin relying on fat for energy, burning away your fat stores instead of sugar for fuel.

Research does show that keto is an effective way to jump-start weight loss and improve blood-sugar levels. However, it is hard to maintain, and to date we are lacking long-term studies that show it to be a sustainable eating pattern for keeping weight off.

students to recognize the conditions that trigger specific behaviors. Once the
system is developed, students can learn to manage their behavioral responses
before they occur.

For example, creating a signal and routine for “taking a five minute
break” at a specified classroom location provides an opportunity for the
student to recognize when he is becoming restless or frustrated and prevents
behavior from escalating. This system is most effective if used before the
behavior 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 within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.