Essential Leadership Skills:

Communication:
Articulating a vision, actively listening, providing clear instructions, and fostering open dialogue are vital for effective leadership.

Decision-Making:
Leaders must be able to analyze situations, weigh options, and make sound judgments, even under pressure.
Delegation:
Empowering team members by entrusting them with tasks and responsibilities, allowing for growth and development.
Building Relationships:
Creating a positive and supportive work environment through trust, respect, and open communication.
Motivation and Inspiration:
Inspiring team members to achieve their full potential and work towards a shared vision.
Adaptability:
Adjusting to changing circumstances and leading teams through periods of uncertainty and change.
Integrity:
Maintaining high ethical standards and demonstrating honesty and transparency.
Resilience:
The ability to bounce back from setbacks and lead teams through challenging situations.
Problem-Solving:
Identifying issues, analyzing them, and developing effective solutions.
Collaboration:
Working effectively with others, fostering teamwork, and valuing diverse perspectives.
Accountability:
Taking responsibility for actions and decisions, and holding oneself and others accountable.
Self-Awareness:
Understanding one's own strengths and weaknesses, and recognizing how these impact the team.
Emotional Intelligence:
Being aware of one's own emotions and those of others, and using this awareness to build relationships and manage interactions effectively.
Creativity and Innovation:
Encouraging new ideas and approaches to problem-solving and improvement.
Learning Agility:
A willingness to learn new skills and adapt to changing situations.

Did you know your imagination is one of your greatest assets? It’s the tool we use to envision the unseen, solve problems before they happen, and escape into worlds of our own creation.

When we’re young, imagining comes easily—we conjure up friends from thin air and embark on epic journeys in our backyards.

However, imagination isn’t just child’s play; it’s a vital part of how we adapt and thrive. By understanding how to cultivate our imagination, we can find better solutions to problems and connect with our goals and dreams in meaningful ways

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.

How can I improve my mental health?
There are many different things you can do to improve your mental health, including:

Staying positive. It's important to try to have a positive outlook; some ways to do that include:
Finding balance between positive and negative emotions. Staying positive doesn't mean that you never feel negative emotions, such as sadness or anger. You need to feel them so that you can move through difficult situations. They can help you to respond to a problem. But you don't want those emotions to take over. For example, it's not helpful to keep thinking about bad things that happened in the past or worry too much about the future.
Trying to hold on to the positive emotions when you have them
Taking a break from negative information. Know when to stop watching or reading the news. Use social media to reach out for support and feel connected to others but be careful. Don't fall for rumors, get into arguments, or negatively compare your life to others.
Practicing gratitude, which means being thankful for the good things in your life. It's helpful to do this every day, either by thinking about what you are grateful for or writing it down in a journal. These can be big things, such as the support you have from loved ones, or little things, such as enjoying a nice meal. It's important to allow yourself a moment to enjoy that you had the positive experience. Practicing gratitude can help you to see your life differently. For example, when you are stressed, you may not notice that there are also moments when you have some positive emotions. Gratitude can help you to recognize them.
Taking care of your physical health, since your physical and mental health are connected. Some ways to take care of your physical health include:
Being physically active. Exercise can reduce feelings of stress and depression and improve your mood.
Getting enough sleep. Sleep affects your mood. If you don't get a good sleep, you may become more easily annoyed and angry. Over the long term, a lack of quality sleep can make you more likely to become depressed. So it's important to make sure that you have a regular sleep schedule and get enough quality sleep every night.
Healthy eating. Good nutrition will help you feel better physically but could also improve your mood and decrease anxiety and stress. Also, not having enough of certain nutrients may contribute to some mental illnesses. For example, there may be a link between low levels of vitamin B12 and depression. Eating a well-balanced diet can help you to get enough of the nutrients you need.
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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

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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.

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.

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.