And students can learn its powerful messages about how society must be based on morality or perish, and the importance of preserving the natural world in the face of destruction. Now, I suppose that it can indeed be argued that learning the story of Noah’s Ark satisfies requirements for reading comprehension. As such, critical ELA standards can be met through these lessons. As an illustration, when covering the weekly portion of Noah, through reading, hearing about, and discussing how Noah prepared for the flood, the ark that he built, the flood itself, and the aftermath of the flood, the students gain the ability to read with sufficient accuracy and fluency to support comprehension ask and answer questions about key details retell stories and understand main messages ask and answer questions to clarify meanings describe characters, settings, and major events in a story using key details determine the meaning of unknown words and phrases. Through these lessons, Next Generation ELA Reading Standards, Writing Standards, Speaking and Listening Standards, and Language Standards, as well as Social Studies standards and Science skills can all be supported. Adina Schick to explain why “a yeshiva's Jewish Studies curricula has substantial academic value that can satisfy many of New York's Next Generation Learning Standards.” Among the points that she argues is that the general education requirements are indeed met by yeshivos through the teaching of the story of Noah’s Ark. Recently, the Agudah filed an affidavit from Dr. The subject is the lack of general education in yeshivos (ironically, the organizations and yeshivos fighting the suit are not those which suffer from a lack of general education, which is only primarily a problem in the chassidic yeshivos.) On the other side is the Board of Regents of the State of New York and the New York State Education Department. On one side is Agudath Israel, Torah Umesorah, Mesivta Yeshivas Rabbi Chaim Berlin, Yeshivas Torah Vodaas, and others. This document is focused on cognitive testing of the subject.As you may know, there is a major lawsuit going on in New York. We intend to include informant reports in our data collection protocol and in the diagnostic algorithm. Informant reports are a key element of most population-based approaches to assessment to establish the presence or absence of change in cognitive ability and of limitation in activity resulting from change. There is thus now an empirical basis for making test selection. This goal is achievable because of substantial investment by the NIA in data collection in population studies focused on dementia. The goal of this effort, set by the National Institute on Aging (NIA), is to devise a cognitive assessment that meets the following criteria: 1) Can be administered in the home by a survey interviewer in about one hour, 2) Has sufficient overlap with the 2002/03 HRS-ADAMS study that it can be used to establish trends in prevalence of dementia and cognitive impairment without dementia, and 3) Can be administered comparably and lead to comparably valid diagnoses in other developed and developing countries where HRS-type surveys are conducted. Institute for Social Research, University of MichiganĬognitive Ability, HCAP, Meta-analyses, Survey Methodology Weir, DR, McCammon, RJ, Ryan, LH, Langa, KM Cognitive Test Selection for the Harmonized Cognitive Assessment Protocol (HCAP)
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