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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Help4ADD@high school. Bethesda, Md: Advantage Books, 1998.

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2

Snowdon, Suzanne J. Aim high: Gameplanning for ADD/LD : a resource guide for teens and adults. Chicago, IL: S. Snowdon, 1996.

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3

Wilde, Bonnie Lynn. Creative writing for dyslexic and ADD students: Creative writing guide ideas of visual-spatial appeal to junior high and high school students. Lacombe, Alta: Loftier Learning Reading Lag & Dyslexia Outreach, 2005.

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4

1953-, Kennedy Harry, and MacGrath Michelle, eds. Get their attention: How to gain pupils' respect and thrive as a teacher. London: David Fulton, 2003.

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5

Office, General Accounting. Contract management: High-level attention needed to transform DOD services acquisition : report to congressional committees. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): U.S. General Accounting Office, 2003.

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6

O, Quinn Patricia, ed. ADD and the college student: A guide for high school and college students with attention deficit disorder. Washington, DC: Magination Press, 2001.

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7

Guiding teens with learning disabilities: Navigating the transition from high school to adulthood. New York: Random House, 2007.

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8

Office, General Accounting. Attention disorder drugs: Few incidents of diversion or abuse identified by schools : report to Congressional requesters. Washington, DC (P.O. Box 37050, Washington, DC 20013): The Office, 2001.

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9

Sims, Wendy L. The effect of high versus low teacher affect and passive versus active student activity during music listening on preschool children's attention, piece preference, time spent listening and piece recognition. [S.l: s.n.], 1985.

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10

Kas'yanov, Valeriy, Sergey Samygin, and Vladimir Shevelev. History. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086532.

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The textbook covers all the topics and questions of the course "History". The main attention is paid to the leading trends, stages and events of cultural, civilizational and state development from antiquity to the present day. The authors take into account the latest historical research and developments that have recently appeared in historical science. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. Addressed to students of secondary vocational educational institutions, it can also be used by high school students in preparation for final exams at school and by applicants taking entrance exams to universities and colleges.
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11

Panischev, Aleksey. Foreign policy of Ancient Rome during the period of the kings and the early Republic. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083292.

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The monograph is devoted to the foreign policy of Ancient Rome during the period of the kings and the early Republic. The paper draws attention to the fact that at these stages of its development, Rome did not create a state in the modern sense, but rather a Federation, and with a developed self-government of its participants. Thanks to a system of mutually beneficial treaties, Rome became a political center among the peoples of Ancient Italy. At the same time, remnants of tribal relations were preserved in Ancient Rome for a long time. Attention is also paid to the development of military Affairs in Rome. It is noted that in Ancient Rome for a long time there were no defensive walls, which predisposed the Romans to an offensive type of warfare. The Romans created battle tactics that would be consistent with the characteristics of the soldiers ' weapons and would allow for rapid military training among recruits, which provided the Romans with high mobilization capabilities. However, classically represent the soldier in the Lorica of segmentata in the tsarist period was not. An important role in the development of Rome as the center of international politics of Ancient Italy, the center of the Federation was played by the high moral standards postulated by the ancient Roman society and invested in the concept of the Republic. All these diplomatic, ethical, and military features of Ancient Rome combined to determine the success of Roman civilization. However, it is worth noting that the disorganization of these principles caused the fall of Rome. For anyone interested in the historical processes of Ancient Italy and Ancient Rome.
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12

McCormack, Ade. Attention Dynamics: High Personal Performance in the Digital Age. Auridian Consulting Ltd., 2017.

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McCormack, Mr Ade. Attention Dynamics: High personal performance in the Digital Age. Auridian Press, 2017.

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14

Sharon, Michael. Divided Attention: Organizers And Non-Organizers, High Organizing Abilities And Divided Attention Capacity (in Hebrew) (Gome). Ts'erikover motsiim le-or, 1997.

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15

Kline, John A. Listening Effectively: Achieving High Standards in Communication (NetEffect Series). Prentice Hall, 2002.

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16

Hale, Elizabeth. High Attention Reading: Preparing Students for Independent Reading of Informational Text. Teachers College Press, 2022.

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17

Hale, Elizabeth. High Attention Reading: Preparing Students for Independent Reading of Informational Text. Teachers College Press, 2022.

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18

(Editor), Joseph A. Sergeant, ed. Attention Deficit Disorder: Criteria, Cognition, Intervention : Proceedings of the Fifth High Point Hospital Symposium on Add, Held 10-14 June, 1985 (High ... on Add//Attention Deficit Disorder). Elsevier Science & Technology, 1988.

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19

Rosen, Larry D., and Adam Gazzaley. Distracted Mind: Ancient Brains in a High-Tech World. MIT Press, 2016.

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20

author, Rosen Larry D., ed. The distracted mind: Ancient brains in a high-tech world. The MIT Press, 2016.

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21

The Distracted Mind: Ancient Brains in a High-Tech World. MIT Press, 2017.

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22

Guss-West, Clare. Attention and Focus in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212718.

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The Western approach to dance is largely focused on control and mastery of technique, both of which are certainly necessary skills for improving performance. But mindful attention, despite its critical role in high performance, has gotten short shrift—until now. Attention and Focus in Dance, a how-to book rooted in the 20 years of attentional focus findings of researcher Gabriele Wulf, will help dancers unlock their power and stamina reserves, enabling efficient movement, heightening their sensory perception and releasing their dance potential. Author Clare Guss-West—a professional dancer, choreographer, teacher and holistic practitioner—presents a systematic, science-based approach to the mental work of dance. Her approach helps dancers hone the skills of attention, focus and self-cueing to replenish energy and enhance their physical and artistic performance. A Unique, Research-Based Approach Here is what Attention and Focus in Dance offers readers: • A unique approach, connecting the foundations of Eastern movement with Western movement forms • Research-based teaching practices in diverse contexts, including professional dance companies, private studios, and programmes for dancers with special needs or movement challenges • Testimonies and tips from international professional dancers and dance educators who use the book's approach in their training and teaching • A dance-centric focus that can be easily integrated into existing training and teaching practice, in rehearsal, or in rehabilitation contexts to provide immediate and long-term benefits Guss-West explores attentional focus techniques for dancers, teachers and dance health care practitioners, making practical connections between research, movement theory and day-to-day dance practice. “Many dancers are using excessive energy deployment and significant counterproductive effort, and that can lead to a global movement dysfunction, lack of stamina and an increased risk of injury,” says Guss-West. “Attentional focus training is the most relevant study that sport science and Eastern-movement practice can bring to dance.” Book Organisation The text is organised into two parts. Part I guides dancers in looking at the attentional challenges and information overload that many professional dancers suffer from. It outlines the need for a systematic attention and focus strategy, and it explains how scientific research on attentional focus relates to dance practice. This part also examines the ways in which Eastern-movement principles intersect with and complement scientific findings, and it examines how the Eastern and scientific concepts can breathe new life into basic dance elements such as posture, turnout and port de bras. Attention and focus techniques are included for replenishing energy and protecting against energy depletion and exhaustion. Part II presents attention and focus strategies for teaching, self-coaching and cueing. It addresses attentional focus cues for beginners and for more advanced dancers and professionals, and it places attentional focus in the broader context of holistic teaching strategies. Maximising Dance Potential “Whether cueing others or yourself, cueing for high performance is an art,” Guss-West says. “Readers will discover how to format cues and feedback to facilitate effective neuromuscular response and enhance dancer recall of information and accessibility while dancing.” Attention and Focus in Dance offers an abundance of research-backed concepts and inspirational ideas that can help dancers in their learning and performance. This book aids readers in filtering information and directing their focus for optimal physical effect. Ultimately, it guides dancers and teachers in being the best version of themselves and maximising their potential in dance.
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23

Faraone, Stephen V., Pradeep G. Bhide, and Joseph Biederman. Neurobiology of Attention Deficit Hyperactivity Disorder. Edited by Dennis S. Charney, Eric J. Nestler, Pamela Sklar, and Joseph D. Buxbaum. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190681425.003.0064.

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Attention deficit hyperactivity disorder (ADHD) is a prevalent, early-onset and persistent disorder of inattention, hyperactivity, and impulsivity. The mechanisms of action of ADHD medications, neuroimaging studies, and studies of monoamine systems and animal models suggest that dysregulation of catecholaminergic neurotransmission in cerebellar-corticostriatal circuits plays a key role in the pathophysiology of ADHD. The efficacy of ADHD medications likely arises from their differing profile of effects on (a) dopaminergic and noradrenergic systems and (b) the localization of these effects in prefrontal cortex and striatum. ADHD has a very high heritability, and although molecular genetic studies have found no causal common DNA variants yet, they have found strong evidence that rare duplications and deletions are risk factors for ADHD. Environmental risk factors, especially those that impact early neurodevelopment (i.e., exposure to cigarette smoking and alcohol during pregnancy), also influence susceptibility to ADHD.
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24

Transportation Security Administration: High-level attention needed to strengthen acquisition function : report to congressional requesters. Washington, D.C: GAO, 2004.

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25

Uchida, Mai, and Joseph Biederman. Young Adult Outcome of Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0006.

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The Massachusetts General Hospital (MGH) Longitudinal Studies of Attention Deficit Hyperactivity Disorder (ADHD) evaluated and followed a large sample of both boys and girls with ADHD and controls without ADHD, along with their families, ascertained from psychiatric and pediatric sources. These studies documented that ADHD in both sexes is associated with high levels of persistence onto adulthood; high levels of familiality with ADHD and other psychiatric disorders; a wide range of comorbid psychiatric and cognitive disorders including mood, anxiety, and substance use disorders; learning disabilities with reading and math; executive function deficits; emotional dysregulation and autistic traits; as well as educational, social, and occupational dysfunctions. The MGH studies also suggested that stimulant treatment significantly decreased the risk of developing comorbid psychiatric disorders, substance use disorders, and impaired functional outcomes. The studies also documented the neural basis of the persistence of ADHD using resting-state functional magnetic resonance imaging (fMRI).
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26

Spencer, James E. The effects of attention control training on the free throw shooting of competitive high school athletes. 1987.

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27

Lavie, Nilli, and Polly Dalton. Load Theory of Attention and Cognitive Control. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.003.

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Research has highlighted a puzzling discrepancy in our selective attention performance: whereas in some circumstances we are able to be highly selective, at other times we can exhibit high levels of distraction. The load theory of attention and cognitive control provides an explanation for these contrasting observations, proposing that the extent to which people can focus their attention in the face of irrelevant distractions depends on the level and type of information load involved in their current task. According to the theory, the extent to which unattended visual information is perceived depends on the perceptual load of the attended task, such that increasing the level of perceptual load in the task decreases processing of task-irrelevant stimuli. Effective prioritization of task-relevant stimuli in the face of competition from irrelevant distractors is proposed to depend on the availability of executive control functions. Thus, loading executive control results in increased processing of irrelevant stimuli. This chapter presents converging research from a wide range of approaches in support of these proposals, as well as highlighting some of load theory’s wider influences in areas as diverse as emotion processing, developmental psychology, and the understanding of psychological disorders.
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28

Quinn, Patricia O. ADD and the College Student: A Guide for High School and College Students With Attention Deficit Disorder. Magination Pr, 1994.

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29

Quinn, Patricia O. ADD and the College Student: A Guide for High School and College Students with Attention Deficit Disorder. Magination Press, 2001.

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30

O, Quinn Patricia, ed. ADD and the college student: A guide for high school and college students with attention deficit disorder. New York: Magination Press, 1994.

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31

Wellman, James, Katie Corcoran, and Kate Stockly. High on God. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199827718.001.0001.

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Humans are homo duplex, seeking to be individuals but knowing this is only possible in communities. Thus, humans struggle to integrate these two sides of their nature. Megachurches have been enormously successful at resolving this struggle. How do they do it, and what is it about their structure and rituals that makes so many feel as if they are high on God? The affective energies and emotional valences that characterize religious ecstasy are the primary focus of our study of megachurches. Empirically, humans want and desire forms of what Randall Collins calls “emotional energy.” Drawing on extensive qualitative and quantitative data on twelve nationally representative megachurches, we identify six desires that megachurches evoke and meet: acceptance, awe and spiritual stimulation, reliable leadership, deliverance, purpose, and solidarity in a community of like-minded others. Megachurches satisfy these desires through co-presence—being in the presence of other desiring people—a shared mood achieved through powerful musical worship services, a mutual focus of attention on the charismatic senior pastor who acts as an emotional charging agent, transformative altar calls, service opportunities, and small-group participation. This interaction ritual chain solidifies attendees’ commitment and group loyalty, and keeps them coming back to be recharged. Megachurches also have a dark side: they are known for their highly publicized scandals often involving malfeasance of the senior pastor. After examining the positive and negative sides to megachurches, we conclude that they successfully meet the desire of humans to flourish as individuals and to do so in a group.
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32

Houssais, Sylviane, Lily Hechtman, and Rachel G. Klein. Long-Term Outcomes of Childhood Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0003.

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This chapter summarizes the long-term clinical and functional outcomes of children diagnosed with ADHD at a mean age of eight years (probands), followed prospectively for 33 years. Outcomes are summarized in adolescence, early adulthood, and mid-adulthood. Compared with matched controls, probands showed greater persistence of ADHD and greater prevalence of Conduct Disorder (CD), Antisocial Personality Disorder (APD), and Substance Use Disorder (SUD) in late adolescence. These dysfunctions continued into early adulthood, even when ADHD remitted for the majority of the sample, and were associated with deficits in educational and occupational attainment. The disproportionally high rate of CD, APD, and SUD translated to significantly higher rates of criminality, risk-taking behavior, risk-related medical outcomes, and elevated obesity rates in adulthood. The study’s findings suggest that childhood ADHD predisposes to maladjustment in adolescence and adulthood, particularly in a subset of individuals who develop CD/APD early on.
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33

A cross-cultural examination of the relationship between attentional style, competitive anxiety and batting performance of male high school baseball players from Puerto Rico and the United States. 1994.

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34

Bergman, Marcelo. Organized Crime and High Crime Equilibrium. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190608774.003.0006.

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This chapter studies the high crime equilibrium and provides an explanation for how crime for profit has evolved in most countries into very violent criminality. An overview of the organizations that specialize in different types of crimes is offered, with special attention drawn to the important spillover effect this has in producing crimes such as extortions, kidnapping for ransom, and human trafficking and on the increasing levels of violence. By tracking the trajectory of offenders, as reported in inmate surveys, this chapter documents individual transitions from initial engagement in low crime and progression into predatory, high-rent criminality. An in-depth study of Mexico, which fell to HCE in a five-year span exemplifies the devastating effects of criminal diversification coupled with weak states.
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35

Elik, Nezihe. Teacher- and student-related influences on teachers' attitudes toward children with attention deficit hyperactivity disorder (ADHD). 2002.

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36

Bad Deal. Lerner Classroom, 2011.

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37

Korman, Susan J., and Intuitive. Bad Deal. Lerner Publishing Group, 2017.

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38

Korman, Susan J. Bad Deal. Lerner Publishing Group, 2010.

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39

Korman, Susan J. Bad Deal. Lerner Publishing Group, 2014.

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40

Bad Deal. Lerner Publishing Group, 2013.

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41

Korman, Susan J. Bad Deal. Lerner Publishing Group, 2011.

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42

Korman, Susan J. Bad Deal. Lerner Publishing Group, 2014.

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43

Korman, Susan J. Bad Deal. Lerner Publishing Group, 2014.

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44

Korman, Susan J., and Intuitive Staff. Bad Deal. Lerner Publishing Group, 2015.

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45

Cartelli, Thomas. High-Tech Shakespeare in a Mediatized Globe. Edited by James C. Bulman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199687169.013.9.

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Abstract In successive single-set productions of Coriolanus, Julius Caesar, and Antony and Cleopatra, Ivo van Hove’s Roman Tragedies transforms the stage into a high-tech version of Shakespeare’s Globe, mimicking how global media stage political debates and generate the simulacrum of war and social conflict. Mixing live actors with video projections displayed on monitors spaced on and above the stage, van Hove encourages spectators to move from one viewing space to another, to order drinks, check email, or tweet on desktop computers. Extending Shakespeare’s ‘all the world’s a stage’ conceit to a world connected by ‘clouds’ of information transported on viewless wings and deposited in airy drop boxes, van Hove’s stage is everywhere and nowhere at once. But in replicating the aesthetic design of global media, while suppressing the populist components of Coriolanus and Julius Caesar, van Hove arguably extends only the illusion of emancipation to spectators ‘immersed’ in competing demands on their attention.
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46

Priemaza, Anna. Kat and Meg Conquer the World. Harpercollins, 2017.

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47

Kat and Meg conquer the world. 2017.

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48

Priemaza, Anna. Kat and Meg Conquer the World. Harpercollins, 2017.

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49

Priemaza, Anna. Kat and Meg Conquer the World. HarperCollins Publishers, 2017.

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50

Trim, D. J. B. War, Soldiers, and High Politics under Elizabeth I. Edited by Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.6.

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Recent scholarship has paid little attention to the ways in which royal policies might potentially be modified or challenged by those entrusted with their implementation, especially during wartime. Yet Shakespeare’s drama emerged in an era of war, in which soldiers shaped policy to an unusual degree, and Shakespeare and contemporary dramatists were deeply interested in the participation of soldiers in high politics. This paper explores that interest. It focuses on the efforts of Sir John Norreys to re-cast Elizabeth I’s aid to the Dutch Revolt into an explicitly Calvinist, anti-Catholic war (1578–86), and Sir Francis Vere’s achievement of unique authority and influence, in both England and the Netherlands, as a result of his being trusted by both the English and Dutch governments to command troops and promote their policies to their allies.
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