This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Attention-deficit/hyperactivity disorder (ADHD) affects 3-5% of the global population While diagnosis is an important first step to accessing proper care ADHD often goes undiagnosed or undertreated, including in the UK To understand why that might be, researchers interviewed general practitioners (GPs) and patients across the country The team discovered several barriers, including the sheer complexity of pathways to care lack of services limited GP recognition and knowledge of ADHD and communication difficulties among GPs and patients The findings suggest that GPs might be ill equipped to identify and manage ADHD in primary care And they highlight areas of improvement specific to the UK healthcare system For their part, the team has devised an educational resource to enhance understanding of ADHD, accessible at www.adhdinfo.org..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Now that you have developed your skills of inclusivity ad connection, go forward and share them with the world. Footage: pexels.com

We think important objects and events in our world will automatically grab our attention, but they often don’t, particularly when our attention is focused on something else. The failure to notice unexpected objects or events when attention is focused elsewhere is now known as inattentional blindness. The study of such failures of awareness has a long history, but their practical importance has received increasing attention over the past decade. This module describes the history and status of research on inattentional blindness, discusses the reasons why we find these results to be counterintuitive, and the implications of failures of awareness for how we see and act in our world.

This course surveys the core perceptual and cognitive abilities of the human mind and asks how they are implemented in the brain. Key themes include the representations, development, and degree of functional specificity of these components of mind and brain. The course will take students straight to the cutting edge of the field, empowering them to understand and critically evaluate empirical articles in the current literature.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Dyslipidemia is a major risk factor for cardiovascular disease, especially among patients who have experienced acute coronary syndrome, or ACS. Unfortunately, guidelines for managing dyslipidemia aren’t always followed in practice. In a new study, an expert panel examines barriers to dyslipidemia management faced by patients and physicians outside of Western Europe and North America—and proposes ways of reducing them. Reducing low-density lipoprotein cholesterol, or LDL-C, is the primary target of lipid-modifying therapy for dyslipidemia, as it reduces the risk of cardiovascular disease through proposed mechanisms such as plaque stabilization or reduced inflammation. The American Heart Association and American College of Cardiology recommend at least a 50% reduction in LDL-C, but recommend intensification of therapy if LDL-C values remain at or above 1.8 mmol/L. Meanwhile, the European Society of Cardiology and European Atherosclerosis Society recently lowered their recommended goal to 1..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

A GNG collaborative project is a project-based learning activity that challenges students to work together to develop solutions to real-world problems. Within and across classrooms, students collaborate to identify a challenge in their local or global communities and develop a project that addresses the issue by promoting positive change and community engagement.

Social media isa transformedform of traditional method of one way communication. Social media empowers the two way communication between brands and consumers and it enablesthe consumer to make positive as well as negative influence on brand awareness. Many business use social media channels as a marketing tool to promote their products and services to make customers more aware and convince with their brand. The essence of this study is to find out how entrepreneur can seize the moment of using social media networks to hype brand awareness and brand image. Awareness which includes both recall and recognition become the first step for any move toward a successful market strategy. In this paper an attempt is made to know the role of social media on the brand awareness. The finding of the study can be used by the businessman to collective brand awareness through social media. 

In agricultural education, learning does not start and stop at the classroom door! Through FFA and Supervised Agricultural Experiences (SAE) you will have many opportunities to learn and develop real-world skills outside of the classroom and beyond the school day. As part of your agriculture education class you will develop a Foundational SAE aligned to your career interests. This guide will help you get the most out of the experience. Where you will have a Foundational SAE throughout your experience in agricultural education, there are three levels of Foundational SAE Independent Learning Guides available: Awareness, Intermediate, and Advanced. ach guide provides developmentally appropriate activities that progress as you advance from entering agricultural education to high school completion. The Awareness guide is intended for first-time agriculture education students and those continuing students who are still unsure of their career area of interest, and is intended for students in grades 6 through 9.

Others will send you non-verbal cues about their feelings through eye contact, proximity, boy language, and facial expressions. These cues can help you understand their feelings and react appropriately to the situation.
Footage: pexels.com

Social cues are noticeable aspects of any given social situation. This could include body language or verbal cues of another individual, or even the location.

Footage: pexels.com

No matter what you’re doing--solving homework, playing a video game, simply picking out a shirt--all of your actions and decisions relate to your consciousness. But as frequently as we use it, have you ever stopped to ask yourself: What really is consciousness? In this module, we discuss the different levels of consciousness and how they can affect your behavior in a variety of situations. As well, we explore the role of consciousness in other, “altered” states like hypnosis and sleep.