We found 63 results that contain "navigating context"

The COVID-19 outbreak was triggered in December 2019 in the city of Wuhan, which
is in the Hubei province of China. The virus continues to spread across the world.
Although the epicentre of the outbreak was initially China, with reported cases either
in China or in travellers from the country, cases now are being reported in many other
countries. While some countries have been able to effectively treat reported cases, it
is uncertain where and when new cases will emerge. Amidst the significant public
health risk COVID-19 poses to the world, the World Health Organization (WHO) has
declared a public health emergency of international concern to coordinate international
responses to the disease. It is, however, currently debated whether COVID-19 could
potentially escalate to a global pandemic.
In a strongly connected and integrated world, the impacts of the disease beyond
mortality (those who die) and morbidity (those who are unable to work for a period of
time) has become apparent since the outbreak. Amidst the slowing down of the Chinese
economy with interruptions to production, the functioning of global supply chains has
been disrupted. Companies across the world, irrespective of size, that are dependent
upon inputs from China have started experiencing contractions in production. Transport
being limited and even restricted among countries has further slowed global economic
activities. Most importantly, some panic among consumers and firms has distorted
usual consumption patterns and created market anomalies. Global financial markets
have also been responsive to the changes and global stock indices have plunged.

Unlike other investments, living ocean resources literally grow during downturns. During World War II, many fishing vessels were forced to stop fishing. This reprieve allowed fish populations, such as cod, to increase. Should any such gains be accruing during COVID-19, we must resist the urge to immediately over-harvest them. Instead, we should use fisheries science to design intelligent harvest-yield protocols that maximize the long-term benefit of any possible COVID-19 gains.

The Best Ways to Prepare for an Interview · Analyze the Job · Make a Match · Research the Company · Practice Interviewing · Get Your Interview Clothes Ready.

Experienced India batter Mithali Raj hopes to see a women's edition of the Indian Premier League in a year or two after her team began its ICC Women's World Twenty20 campaign with successive wins over New Zealand and Pakistan.
Experienced India batter Mithali Raj hopes to see a women's edition of the Indian Premier League in a year or two after her team began its ICC Women's World Twenty20 campaign with successive wins over New Zealand and Pakistan.
Experienced India batter Mithali Raj hopes to see a women's edition of the Indian Premier League in a year or two after her team began its ICC Women's World Twenty20 campaign with successive wins over New Zealand and Pakistan.
Experienced India batter Mithali Raj hopes to see a women's edition of the Indian Premier League in a year or two after her team began its ICC Women's World Twenty20 campaign with successive wins over New Zealand and Pakistan.

A variety of tools can be used in the classroom to support student learning, ranging from traditional to high-tech options. Examples include the whiteboard, index cards, posters, audience response systems (e.g. clicker technology), Google collaboration tools, 3D printing, and wikis. Depending on course learning goals and outcomes, instructors may choose to use one or several of these tools to augment the teaching and learning environment in their classroom. In addition to the tabs below, Yale also offers Lecture Recordings, opportunities to produce

Healthy Living Fact
Health and Nutrition Tips That Are Actually Evidence-Based · 1. Don't drink sugar calories · 2. Eat nuts · 3. Avoid processed junk food

Chapter 4. Community: The Hidden Context for Learning
Deborah J. Bickford and David J. Wright
University of Dayton

This chapter focuses on a powerful context for learning: community. Community catalyzes deep learning and should be a critical consideration when planning physical and virtual learning spaces.

Competency Info
This is the second micro-credential in the “21st Century Learning through Global Education” stack. It is encouraged that the micro-credentials in this stack are earned in sequence, as each skill builds on the previous one in the stack.
The educator builds upon the identified considerations for practice by incorporating strategies and activities that support global education practices. The educator reflects and categorizes them according to the four global competencies.