This document contains information about literacy lessons and assessments for two students: an emergent reader named Sam and a beginning reader named Jack. For Sam, the emergent reader, lessons focused on phonemic awareness, vocabulary, fluency, and comprehension using leveled texts about ocean animals. For Jack, the beginning reader, lessons also targeted these areas but were differentiated based on his further development, such as using informational texts and front-loading vocabulary. Reflections addressed differentiating instruction and creating a positive literacy environment for diverse learners.
Power increases perceived time availability. Three studies found that inducing feelings of power led participants to perceive having more available time. In Study 1, participants who were primed with a high-power role reported feeling they had more time available than those primed with a low-power role. Study 2 replicated this finding in a lab setting using a different power manipulation. Study 3, which involved a community sample, also found high-power participants perceived more available time. Additionally, Study 3 found perceived control over time mediated the relationship between power and perceived time availability.
This document contains information about literacy lessons and assessments for two students: an emergent reader named Sam and a beginning reader named Jack. For Sam, the emergent reader, lessons focused on phonemic awareness, vocabulary, fluency, and comprehension using leveled texts about ocean animals. For Jack, the beginning reader, lessons also targeted these areas but were differentiated based on his further development, such as using informational texts and front-loading vocabulary. Reflections addressed differentiating instruction and creating a positive literacy environment for diverse learners.
Power increases perceived time availability. Three studies found that inducing feelings of power led participants to perceive having more available time. In Study 1, participants who were primed with a high-power role reported feeling they had more time available than those primed with a low-power role. Study 2 replicated this finding in a lab setting using a different power manipulation. Study 3, which involved a community sample, also found high-power participants perceived more available time. Additionally, Study 3 found perceived control over time mediated the relationship between power and perceived time availability.
The document summarizes guidelines for using animal suites at a new facility. It describes that the facility contains a barrier area to breed mouse lines and a non-barrier area for experimental animals. The non-barrier area houses various species and includes rooms for necropsy, surgery, and cage washing. It provides details on traffic flow, protective equipment, and cleaning procedures to minimize spreading pathogens between areas.
La experiencia teórica y aplicada de los miembros de la Escuela de Frankfurt ha dado y está dando lugar a valiosísimos estudios sobre la sociedad contemporánea, que son de gran valor para las ciencias sociales y humanas.
Este documento presenta los conceptos clave de Agile Testing. Explica que el testing es una actividad continua y no una fase separada, y que todo el equipo es responsable de la calidad, no solo los testers. También destaca la importancia de prevenir bugs en lugar de buscarlos, y de entender realmente las necesidades del negocio más que simplemente verificar especificaciones. El mindset de Agile Testing se basa en preguntar "por qué", "cómo" y "qué pasaría si" para asegurar que se va en la dirección correcta de satisfacer las neces