Deciding on a career in law often a tough decision to make especially at such a young age of 16 or 18 as experiences to life have only really just begun. It is such an individual choice that it is often difficult to ask others for help and advice as only you know fundamentally want you or think you know what you would like to do. There are so many options that it can be a very stressful and anxious time as decisions made now can ultimately affect your whole future. Although no one can actually make the decision for you it is wise when making such an important decision that you have guidance and are fuelled with facts and knowledge about any chosen course that you wish to pursue. Opting for a career within law is not taking lightly as becoming any type of lawyer/ solicitor requires extensive training and a good deal of dedication and commitment. Being a solicitor means grasping and storing knowledge of law in a short space of time and being able to demonstrate the teachings of law in a precise and competent manner. It is important to think strategically when contemplating reading law as law university courses are challenging and highly complex. Nonetheless this is not said to discourage those that wish to read law it’s said only to prepare those that believe they have the qualities and skills to become a solicitor. Compiled below is a compressed guide to choosing law to read at university, it includes the most common question people ask and are answered in their simplest form.
As students with ADHD are a heterogeneous group, there is no one intervention (or set of interventions) that wili improve the classroom functioning of all of these students. Thus, it is suggested that classroom modifications be tailored to the unique needs of each student. In developing these modifications it is per-haps best to begin by examining how the classroom environment might be changed to set up the student with ADHD for success. The next step is to consider the implementation of a contingency management system designed to provide external incentives for appropriate classroom behaviors. In doing so it is important to remember that behavior management programs must be consistently applied. Further, it is essential to avoid excessive use of negative consequences (such as reprimands, time-out). In all cost programs, it is important to avoid the use of unrealistic standards that result in excessive point or privilege loss. Students must experience success. In other words, it is essential that students be frequently reinforced for what we want them to do, rather than simply punished for what we do not want them to do.