atepeq/tico19 huggingface dataset:
Such killing action may be desired prior to performing surgery or in settings in which antibiotic-resistant organisms are highly prevalent.To 'scrub' one's hands for a surgical operation, it is necessary to have a tap that can be turned on and off without touching it with the hands, some chlorhexidine or iodine wash, sterile towels for drying the hands after washing, and a sterile brush for scrubbing and another sterile instrument for cleaning under the fingernails.
Ëkenë alë bï ya loi agot dïkor ke kën raan guɔ reetic wenë ɣan wën juëc ë kɔ̈m c̈i wɛ̈l ye cɔl antibiotic dhaal. Na waak yïcin të ler yïn ɣöl de riɛɛr de yic ke ka kɔɔr bï naŋ mathura ye thök ku liep ke kenë jak në kɔc cin wene wɛ̈l ye cɔl Chlorheidine ku iodine. Akɔɔr bï naŋ alath piɛth wën yenë kɔc ke cin waak të cin piny.
All jewelry should be removed.
Ka yekë cëŋ në kɔc cin a yeke nyaai ebën.
This procedure requires washing the hands and forearms up to the elbow, usually 2–6 minutes.
Luɔië akɔɔr bï raan yecin agut cï ye kɔɔr nyic waak në athabun në digikat ke 2-6.
Long scrub-times (10 minutes) are not necessary.
Acï kɔɔr bï raan yecin bɛr waak në (digikat ke 10) acan acïn kë kony.
When rinsing, water on the forearms must be prevented from running back to the hands.
Na lɔk raan yecin ke ka cïn kɔɔr bï pïu ke raan kɔɔr bɛr lɔ në cïnic.
After hand-washing is completed, the hands are dried with a sterile cloth and a surgical gown is donned.
Na ca cïn thök në wɛ̈ɛ̈kke yï jɔl yecin weec në alath cïn guɔp acuɔl.
To reduce the spread of germs, it is better to wash the hands or use a hand antiseptic before and after tending to a sick person.
Acan bï tuany rɔt cë xok arëëtic, akɔɔr bï kɔc ke cin ya waak në nyindhie.
For control of staphylococcal infections in hospitals, it has been found that the greatest benefit from hand-cleansing came from the first 20% of washing, and that very little additional benefit was gained when hand cleansing frequency was increased beyond 35%.
Të kɔɔr bïnë tuany ye bɛ̈i në kɔ̈m ye cɔl staphylococcus gël ë bï kɔc ke cin ya waak në nyindhie baai ku panakïm e ye dhuɔ̈k në 20%. Acï yɔ̈k ke yen bï kɔc ke cin waak yenë kë tueŋ de gël de tuɛnytuɛny kɔ̈k ecï juak bë ɣet në 35% nhom tueŋ.
Washing with plain soap results in more than triple the rate of bacterial infectious disease transmitted to food as compared to washing with antibacterial soap.Comparing hand-rubbing with alcohol-based solution with hand washing with antibacterial soap for a median time of 30 seconds each showed that the alcohol hand-rubbing reduced bacterial contamination 26% more than the antibacterial soap.
Week de cin në asabun yeẗok ë tuany ye wuɔɔk në kuinic gël në doric na diak. Na thiɔŋë cuuth de cin në asabun ku cuuth de cin wel de bacteria në mocmoc ke 30, ke ka yök wɛɛk de cin në asabun ye kɔm nɔ̈k aret awar wɛɛk de cin në ye wɛ̈l de kɔm në të cït tënë 26%.
But soap and water is more effective than alcohol-based hand rubs for reducing H1N1 influenza A virus and Clostridium difficile spores from hands.Interventions to improve hand hygiene in healthcare settings can involve education for staff on hand washing, increasing the availability of alcohol-based hand rub, and written and verbal reminders to staff.
Pïu ku asabun apiɛth bïnë raan yecin ya waak në nyindhie acan awar kë wën nɔŋic miau ago H1N1influenza A ku Clostridium difficild spores dhuk nyin piny agokë jäl në cinic. Anɔŋ käk cïke tau cï mɛn de piöc në biak de wɛ̈ɛ̈k de cin.
There is a need for more research into which of these interventions are most effective in different healthcare settings.
Apiɛth bï dïktor kɔɔr rïc ku tïŋ mɛn asubun ku pïu yekë tuɛnytuny gël arëëtic.
In developing countries, hand washing with soap is recognized as a cost-effective, essential tool for achieving good health, and even good nutrition.
Në bɛ̈ɛ̈i ŋot ëke yïïk ke, a yeke yɔ̈k ke wɛɛk de cin në asubun ku pïu ye tuany tuany gël.
However, a lack of reliable water supply, soap or hand washing facilities in people's homes, at schools and at the workplace make it a challenge to achieve universal hand washing behaviors.
Dɛ̈r ë ya, liu de piu ku asabune xan kɔ̈k cï mɛn de baai, thukul ku ɣän ke loi alëu bï ajuiɛɛr gël bï rɔt cë lëu.
For example, in most of rural Africa hand washing taps close to every private or public toilet are scarce, even though cheap options exist to build hand washing stations.
Cï mɛn de bɛ̈ɛ̈i kënë yïïk tɔ̈u në Africa, xan ke wɛɛk de cin a lik arët ke cakic cë ril bï xan ke lɔ̈k de cin loi.
However, low hand washing rates rather can also be the result of engrained habits rather than due to a lack of soap or water.
Kë tɔ̈u, kɔc juëc acï kë nhiaar bïkë ke cin waak ke käk ke lɔ̈k de cin cäk tɔ̈u.
The promotion and advocacy of hand washing with soap can influence policy decisions, raise awareness about the benefits of hand washing and lead to long-term behavior change of the population.
Akɔɔr bï kɔc rɔth juiir ku lɔ kɔc në bɛ̈ɛ̈i yic bï kɔc lɔ piööc piath de bïkë kɔc kecin waak.
For this to work effectively, monitoring and evaluation are necessary.
Acan bï kënë lui apiɛth, akɔɔr bï tït de nyïn ca dït
A systematic review of 70 studies found that community-based approaches are effective at increasing hand washing in LMICs, while social marketing campaigns are less effective.One example for hand washing promotion in schools is the "Three Star Approach" by UNICEF that encourages schools to take simple, inexpensive steps to ensure that students wash their hands with soap, among other hygienic requirements.
Kɔc cï kënë laaric na 70 aye jam wu ajuiɛɛr de bɛ̈ɛ̈i në biäk de lɔ̈k de cin alui arëëtic në LMICs,ajuiɛɛr de wɛɛk de cin ye luel thuuk acïn kë kony arët, kë wɛ̈t ë lɔŋde thuk aacï piɛth apiɛth. Töŋ e nyoth dë lɔ̈kë cin cuɔt në thukuulic e "Kuɛl ke diäk en ë ye Buɔth" në UNICEF e thukuul jääm bïk në kä piɔlic, akäth thii cë rilic ago mïth thukuul ke cin awaak athabun, në kɔ̈k ke piath wïcke.
When minimum standards are achieved, schools can move from one to ultimately three stars.
Na cï të ë kör yen yök, ke thukuul alë bïkë röt cuɔt në diäk.
Building hand washing stations can be a part of hand washing promotion campaigns that are carried out in order to reduce diseases and child mortality.
Yïŋ de xan ke piny de cin apiɛth arët acan bï tuany rɔt gël ku thon de mïth kor.
Global Hand washing Day is another example of an awareness-raising campaign that is trying to achieve behavior change.As a result of the 2019-20 coronavirus pandemic, UNICEF promoted the adoption of a handwashing emoji.
Köl de wɛɛk de cin wën ye pinynhom ebën theek ë ye nyuɔɔth ke riliic acan ayenë kë loi rɔt ŋic . Në kë de 2019-20 tuany de pinynhom cɔl korona, UNICEF acï ajuiɛɛr de wɛ̈k de cin lɔ̈m ke yic.
Few studies have considered the overall cost effectiveness of hand washing in developing countries in relationship to DALYs averted.
Kɔc lik acï jam wu ajuiɛɛr de wɛ̈k de cin apiɛth në bɛ̈ɛ̈i wën ŋoot ëke yïïk kek në mäth welë DALYs.
However, one review suggests that promoting hand washing with soap is significantly more cost-effective than other water and sanitation interventions.
Ku këya, kɔc kɔ̈k acï kë gam ke lɔ̈k de cin në thabun në nyindhiɛ apiɛth kuka aräkïïth rɛ̈k awär bï raan ye cin lɔɔk në pïu ka pëi në biäk de bï tuany gël.
The importance of hand washing for human health – particularly for people in vulnerable circumstances like mothers who had just given birth or wounded soldiers in hospitals – was first recognized in the mid 19th century by two pioneers of hand hygiene: the Hungarian physician Ignaz Semmelweis who worked in Vienna, Austria and Florence Nightingale, the English "founder of modern nursing".
Rilic yic de wɛ̈k de cin tënɔŋ pial de guɔp de raan cï mɛn de raan cï dhiɔp ku tïŋ liaac akɔn yök në ruɔn në 19th century (run de thiëër ku dhoŋuan) në kɔc ka rou ëke cïke tau xöl de döm.
At that time most people still believed that infections were caused by foul odors called miasmas.
Në ye thɛɛr xɔn, a ye kɔc juëc luel wu tuany aye acuɔl bɛ̈i.
In the 1980s, foodborne outbreaks and healthcare-associated infections led the United States Centers for Disease Control and Prevention to more actively promote hand hygiene as an important way to prevent the spread of infection.
Në 1980s ic, tuɛnytuɛny yeke yök në cämic akë cï juëc go ɣän ke Gël de Tuany tɔ̈ Amërika wɛ̈k de cin lɛ̈k kɔc ke bï ya loi në dhöl bïnë lɔ becë tuany ya gël.
The outbreak of swine flu in 2009 and the COVID-19 pandemic in 2020 led to increased awareness in many countries of the importance of washing hands with soap to protect oneself from such infectious diseases.
Lɔ bïe de tuany ye cɔl swine flu në 2009 ku tuany ye cɔl COVID_19 në 2020 acï wɛ̈k de cin ca ye kë piɛɛth arëëtic.
For example, posters with "correct hand washing techniques" were hung up next to hand washing sinks in public toilets and in the toilets of office buildings and airports in Germany.
Cï mɛn de thuraat cï ke thuɔric "dhɔ̈ɔ̈l puɔth ye kɔc ke cin lɔɔk" aacï kek nöök të thiäk kek të ye kɔc ke cin lɔɔk bakanat ye raan ebën la roor thïn ku bakanat maktap ku käk rɛ̈ɛ̈r matar pan Germany.
The phrase "washing one's hands of" something, means declaring one's unwillingness to take responsibility for the thing or share complicity in it.
Këye luel "lɔ̈k cin ye raan ye cin lɔɔk" wɛ̈tde ic e mukthulia raan ebën ku nyin tït kɔc kök wula bï naŋ kuɔny thïn.
It originates from the bible passage in Matthew where Pontius Pilate washed his hands of the decision to crucify Jesus Christ, but has become a phrase with a much wider usage in some English communities.
A jɔk rɔt në baibolic në kitap de Mathayo xɔn cenë raan ye cɔl Pontiu Pilate yecin waak ke jai bï yecu piät.
In Shakespeare's Macbeth, Lady Macbeth begins to compulsively wash her hands in an attempt to cleanse an imagined stain, representing her guilty conscience regarding crimes she had committed and induced her husband to commit.
Në Shakespeare's Macbeth, tiŋ ye cɔl Macbeth acï ye cin lɔɔk ku bä acuɔl ya laak wei ye cin, rin ye yen rot gök ke rɛ̈ɛ̈c cï looi ku rin cï yen muɔnyde cɔl aloi kerac.
It has also been found that people, after having recalled or contemplated unethical acts, tend to wash hands more often than others, and tend to value hand washing equipment more.
Kɔc kɔ̈k acï bɛ̈n yɔ̈k ke piɛth bï raan ye cin ya waak acan acï ke yɔ̈k ke rilic në biäk de gël de tuany.
Furthermore, those who are allowed to wash their hands after such a contemplation are less likely to engage in other "cleansing" compensatory actions, such as volunteering.
Ëya, Kɔc wën ye ke piɔ̈l bïkë ke cin waak në luɔ̈t acï lë bïkë rɔ̈t ya tɔ̈u në loiloi ke cuöl ë "wääk" cin yic cï mɛn de loi da abac.
Religions prescribe hand washing for both hygienic and symbolic purposes.Symbolic hand washing, using water but no soap to wash hands, is a part of ritual hand washing featured in many religions, including Bahá'í Faith, Hinduism, tevilah and netilat yadayim in Judaism, Lavabo in Christianity, and Wudhu in Islam.Religions also prescribe hygienic hand washing, especially after certain actions.
Kɔc ke kanitha a ye kë cin waak acan bike tuany gël ku ka yeke cin waak ë ya ke ye kɛɛr de kë lajik. Kɛ̈ɛ̈r de kë lajik acï në kɔc ke cin ye waak në asubun cï mɛn de Bahäi Faith, Hinduism, tevilah ku netitatyadayim në Judaism yic.
Hinduism, Judaism and Islam mandate washing of hands after using the toilet.
Hinduism, Judaism ku Islam a ye kecin waak të cïnë raan lɔ bakana.
And, Hinduism, Buddhism, Sikhism, Judaism and Islam mandate washing of hands before and after every meal.
Ku dïn ye cɔl Hinduism, Buddhism, Sikhism, Judaism ku Islam a ye kecin waak të kɔɔr bïnë raan cam ku të cïnë raan cam.
Impact of the 2019–20 coronavirus pandemic on education
Ke cï tuany de 2019-20 korona riɔk në biäk de thukul.
The 2019–20 coronavirus pandemic has affected educational systems worldwide, leading to the widespread closures of schools and universities.
Tuany ye cɔl coronavirus ë 2019-20 acï biäk de thukul riɔk arët acï mɛn cenë thukuul thök thook ebën.
As of 8 April 2020, approximately 1.716 billion learners have been affected due to school closures in response to COVID-19.
Mënë ye Akɔ̈nydït nïn 8, 2020, a dɛ̈t de 1.716 billion ke ye mïth ke thukul arɛɛr ëkë cïn thukul në wɛ̈t de tuany ye cɔl COVID-19.
According to UNESCO monitoring, 188 countries have implemented nationwide closures and 5 have implemented local closures, impacting about 99.4% of the world's student population.
Aye akutnhom ye cɔl UNESCO luel wu dolat ke 188 acï thukuul thök thook ku 5 aacï thiökë thok den bai loi go 99.4% ke mïth ke thukul arɛɛr baai abac në piny nhom ëbɛ̈n.
On 23 March 2020, Cambridge International Examinations (CIE) released a statement announcing the cancellation of Cambridge IGCSE, Cambridge O Level, Cambridge International AS &amp; A Level, Cambridge AICE Diploma, and Cambridge Pre-U examinations for the May/June 2020 series across all countries.
Në pɛi nïn 23 Akoldït 2020, Cambridge International examination (CIE) acï jam wu Cambridge IGCSE, Cambridge O level, Cambridge international AS ku A level, Cambridge AICE diploma, Cambridge Pre-U examination në Bilthii/Lal ne 2020 bë bɛɛi yic eben.
International Baccalaureate exams have also been cancelled.School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences.
Akutnhom ye cɔl Baccalaureate acï thök ëya. Thɔ̈k de thukul thook acï mïth ke thukul kë piɛ̈i ke yɔŋ kek, ayɔk watken ke mïth ë ya.
School closures in response to COVID-19 have shed light on various social and economic issues, including student debt, digital learning, food insecurity, and homelessness, as well as access to childcare, health care, housing, internet, and disability services.
Thök de thukuul thook në wɛ̈t de tuany ye cɔl COVID-19 acï ke gäk riɔk, cï mɛn de biäk de pïïr baai ku ka juëc wën ye akuma ke luɔi kɔc.
The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work.In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education.
Kä cï tuanyë ke riɔk awar ke cï tuany nɔ̈k në rɔt ca mɛn de liu de kuïn baai ku rëër de mïth baai ëke cï gɛ̈ɛ̈t, UNESCO acï jam wu bï mïth ya piööc ëke tɔ̈u në bɛ̈ɛ̈i yic ku bï cabaka loi benë mïth ke thukuul ku dupiööc ya yök në nyindhiɛ.
Efforts to stem the spread of COVID-19 through non-pharmaceutical interventions and preventive measures such as social-distancing and self-isolation have prompted the widespread closure of primary, secondary, and tertiary schooling in over 100 countries.Previous outbreaks of infectious diseases have prompted widespread school closings around the world, with varying levels of effectiveness.
Kuɛɛr ke gëlë ke COVID-19 ke cin dëk de wal cï mɛn de bï kɔc yic ya mec ku bïkë kɔc kecin ya waak acï thukuul ca thök thook ebën në të cït tënë bɛ̈i ke 100 yic. Jɔ̈k cök tuɛnytuɛny acï thukuul cɔl athiök thook pinynhom ebën, ku piathde acï bï thɔ̈ɔ̈ŋ.
Mathematical modelling has shown that transmission of an outbreak may be delayed by closing schools.
Acï kɔc juëc tïŋ ke thök de thukuul thook alë bï tuanyë gël.
However, effectiveness depends on the contacts children maintain outside of school.
Acan bï ë kënë rɔt lëu atɔu në biäk de mïth yenë piɛth xen bï mïth tɔu në bɛ̈ɛ̈i yic.
School closures may be effective when enacted promptly.
Thök ë thook de thukul alë bï piath të cïnë ye lɔ̈m në Thɔ̈l piɛth.
If school closures occur late relative to an outbreak, they are less effective and may not have any impact at all.
Na cï thukuul thök thook ke cï gääu, ke ka cïn kë dït benë yenë kony.
Additionally, in some cases, the reopening of schools after a period of closure has resulted in increased infection rates.
Xen cï kɔc kɔ̈k thukuul bɛr liep thok yenë ka cï tuany ye yic bɛ̈n bɛr dhit.
As closures tend to occur concurrently with other interventions such as public gathering bans, it can be difficult to measure the specific impact of school closures.During the 1918-1919 influenza pandemic in the United States, school closures and public gathering bans were associated with lower total mortality rates.
Acan cï thök de thukuul thook määt kënë kɔ̈k cï mɛn de bï kɔc yic ya mec, acï bï ya nyic mɛn cï thök de thukuul thook kɔc kony arët. Në dhamɛn de 1918-1919 tuany e cɔl influenza ecë dhoŋ bec Amërika, thïök ë thukuul thok ku ɣän ke mɛ̈të nhom e cï bɛ̈n athäny thök cinë thou tɔ̈ piiny.
Cities that implemented such interventions earlier had greater delays in reaching peak mortality rates.
Bɛ̈ɛ̈i xɔn cï löŋ kë dac tau acïn tuany emɛnë.
Schools closed for a median duration of 4 weeks according to a study of 43 US cities' response to the Spanish Flu.
Thukuul acï ke thök në wïïk ke 4 cï mɛn cenë ye luel në akuma de US në bɛɛi ke 43 yic.
School closures were shown to reduce morbidity from the Asian flu by 90% during the 1957–58 outbreak, and up to 50% in controlling influenza in the US, 2004–2008.Multiple countries successfully slowed the spread of infection through school closures during the 2009 H1N1 Flu pandemic.
Thök de thukuul thook ɣɔn acï yɔ̈k ke cï tuanyë dhuuk nyin piny arëëtic në 90% thɛɛr de lɔbec ë 1957-58, ku në 50% në 2004-2008. Ku thök de thukuul thook eya në 2009 acï H1N1 Flu bën dhuk nhom piny.
School closures in the city of Oita, Japan, were found to have successfully decreased the number of infected students at the peak of infection; however closing schools was not found to have significantly decreased the total number of infected students.
Thiök thok thukuul gen Oita, Japan, acï yɔ̈k ke cï tuany tek ic tën mïïth abuun cï luaŋ; ku keya, thiök thok thukuul akïc yɔ̈k keye muɣɛm dhuk piny adat mïïth abuun cï luaŋ iic.
Mandatory school closures and other social distancing measures were associated with a 29% to 37% reduction in influenza transmission rates.
Thök de thukuul thook ku bï kɔc rëër eke mɛcic acï tuaany dhuk nhom piny në gudhur de 29% agut cï 37%.
Early school closures in the United States delayed the peak of the 2009 H1N1 Flu pandemic.
Dac thök de thukuul thook në pan Amërika acï tuany ye cɔl H1N1 flu bɛ̈n dhuk nhom piny në 2009.
Despite the overall success of closing schools, a study of school closures in Michigan found that "district level reactive school closures were ineffective."During the swine flu outbreak in 2009 in the UK, in an article titled "Closure of schools during an influenza pandemic" published in the Lancet Infectious Diseases, a group of epidemiologists endorsed the closure of schools in order to interrupt the course of the infection, slow further spread and buy time to research and produce a vaccine.
Acɔ̈ka lɔnë cï thïök ë thukuul thook rɔt lëu, akuën ë nyïnyë thïök ë thukuul thook ë loi Michigan ecë yök lɔn "thiäk de thukuul thook lɔŋde wäläya aacë lui apiɛth." Dhamɛn ë dhoŋ bec ë thonythony pande UK 2009 yic, në warɛŋ ë cɛɛl ic nɔŋ rin cɔl "thïök de thukuul thook në dhamɛn ë tuanyde influenza" e gatë bec tënë Lancet de tuɛnytuɛny e ɣok, akut de epidemiologists ake thïök ë thukuul thany cök agorë thää de wuɔk rac yic, dhukë lathiëide piny ëmääth ku dhamɛn yɔ̈ɔ̈pë wäl ku luɔnde yök.
Having studied previous influenza pandemics including the 1918 flu pandemic, the influenza pandemic of 1957 and the 1968 flu pandemic, they reported on the economic and workforce effect school closure would have, particularly with a large percentage of doctors and nurses being women, of whom half had children under the age of 16.
Në biak de tuany de pinynhom cï mɛn de Influenza xɔn cï rɔt loi në 1918, 1957 ku 1968, kɔc acï bɛ̈n jam në biak de tajir, ɣän ke luɔi ku thukuul cï mɛn de dïktor ku kɔc wën ë dïktor kony ku ka nɔŋ mïth kor nɔŋ ruun ke 16.
They also looked at the dynamics of the spread of influenza in France during French school holidays and noted that cases of flu dropped when schools closed and re-emerged when they re-opened.
Acïkë tiŋ eya ë dhööl yenë thonythony rɔt wuɔɔk në France në nïn ka ajadha ku ka cïkë yök ke tuany ye kuur të cenë thukuul thök thook ku bɛr dhuk të cenë thukuul liep.
They noted that when teachers in Israel went on strike during the flu season of 1999–2000, visits to doctors and the number of respiratory infections dropped by more than a fifth and more than two fifths respectively.
Acï tïŋ xɔn cïnë dïktor ke Israel në run de 1999-2000 lɔ në caaric ku yekë lɛ̈k akuma bï thukuul thök thook ago tuany rɔt cë thɛi piny.
For schools and childcare facilities, the U.S. Centers for Disease Control and Prevention recommends short-term closure to clean or disinfect if an infected person has been in a school building regardless of community spread.
Akutnhom tɔ̈ U.S. ye cɔl CDC, acï jam wu thök de thukuul thook ë kɔc kuɔny arët acan acï bë tuany rɔt ë bɛr thiai piny.
When there is minimal to moderate community transmission, social distancing strategies can be implemented such as cancelling field trips, assemblies, and other large gatherings such as physical education or choir classes or meals in a cafeteria, increasing the space between desks, staggering arrival and dismissal times, limiting nonessential visitors, and using a separate health office location for children with flu-like symptoms.
Të nɔŋ en tën gël ë tuany bï cuök la bec wutic, akɔɔr bï kɔc lööŋ yenë ke rëër ë kɔc mec yic ya täu tëde nɔŋic thiöökë cääth lɔ në panhomic, kutë nhom, ku jɔla nyɛɛië kä yenëke guiɛr tëtök në raan gäk cït yïk pïööc de käke guöp wälë ɣän ke kɛ̈t wälë cäm në mataam ic, juëŋde kaam ë kanaba ic, ɣët ë kɔc ya kamic ku thää ke jääl, bï dulɛ̈ɛ̈m ca lik ku bï mïth nɔŋ thonythony ya täu në ɣän kek ka pe.
When there is substantial transmission in the local community, in addition to social distancing strategies, extended school dismissals may be considered.
Na ŋot ke tuany ye wɔɔk në bɛ̈ɛ̈i yic ke kɔc ye rëër ëke mec yic ku thukuul alë bïkë thök thook ë ya.
On 26 January, China instituted measures to contain the COVID-19 outbreak which included extending the Spring Festival holiday to contain the outbreak.
Në pɛi nïn 26 Akɔ̈nydit, pan ye cɔl Chaina acï kuɛɛr ke gël de tuany ye cɔl COVID-19 tau cï mɛn de coor de rëër dït dɛn yakë loi në run thok ebën.
Universities and schools around the country closed.
Thukuul ebën acï thök thook.
On 23 February, Iran's Ministry of Health announced the closure of universities, higher educational institutions and schools in several cities and provinces.
Në pɛi nïn 23 Akɔ̈nythii, akuma de pan ye cɔl Iran acï thukuul ebën thök thook.
On 3 March, UNESCO released the first global numbers on school closures and affected students.
Në pɛi nïn 3 Aköldit, ke UNESCO, acï kɔc lɛ̈k adet de thukul cï thök thook ku adet de mïth ke thukul.
It reported that 13 countries had enacted preventive measures including the temporary closure of schools and universities, impacting 290.5 million students around the world.
Acïke caal wu dolat ke 13 acï thukuul nɔŋ ŋic mïth ke 290.5 Million thök thook ke ye thöl gël ë tuany.
In reaction, UNESCO called on countries to support affected students and families and facilitate large-scale inclusive distance learning programmes.
Akutnhom ye cɔl UNESCO acï dolat thiëc bï mïth ke thukul cï tuany kuɔny ku jal ya bɛ̈ɛ̈i ke mïth ke thukul ku bïkë piööc ke kɔc mec yic ca tɔu.
On 4 March, the Italian government ordered the full closure of all schools and universities nationwide as Italy reached 100 deaths.
Në pɛi nïn 4 aköldit, akuma de pan ye cɔl Italy acï thukuul thök thook ebën ɣɔn ci në kɔc ke 100 thou pande Italy.
In doing so, Italy became one of 22 countries on three continents which had announced or implemented school closures.
Ɣɔn cï ke ekënë loi, go Italy ya pan de diäk cï thukul thök thook në bɛɛi yic ke 22.
On 5 March, the majority of learners affected by COVID-19 emergency measures were located in China, with 233 million learners affected, followed by Japan at 16.5 million and Iran at 14.5 million.
Në pɛi nïn 5 aköldit, ke mïth juëc acï thukuul ken ke kɔ̈ɔ̈c në wɛ̈t de tuany ye cɔl COVID-19. Chaina anɔŋ miliööm ke 233 , Japan anɔŋ maliöön ke 16.5 ku Iran ke maliöön ke 14.5.
By 10 March, one in five students worldwide was "staying away from school due to the COVID-19 crisis" while another one in four was barred from higher education institutions.
Në pɛi nïn 10 aköldit , ke menh tök de thukul në mïth ke dhïcic në pinynhom ebën abï tɔu ke rɛ̈ɛ̈r baai në wɛ̈t de tuany ye cɔl COVID-19
On 13 March, governments in 49 countries announced or implemented school closures, including 39 countries which closed schools nationwide and 22 countries with localised school closures.
Në pɛi nïn 13 aköldit, akumat dolat de 49 acï thukuul thök thook. Ë kënë anɔŋic thukul ke 39 cï thukul thök geeu ku 22 acï thukuul thök në xan cï geeu.
By 16 March, this figure increased from 49 to 73 countries according to UNESCO.
Në pɛi nïn 16 aköldit , adet acï rɔt juak min 49 lë në 73 dolat. Aluel akutnhom ye cɔl UNESCO.
By 19 March, 50% of students worldwide were affected by school closures, corresponding to nationwide closures in 102 countries and local closures in 11 countries affecting 850 million children and youth.
Në ye Kol nïn 19, 50% de mïth ke thukul në piny thok ebën aa rɛ̈ɛ̈r baai në wɛ̈t cïnë thukuul thök thook, rek e nhom ke thïök de bɛ̈i ka 102 ku thïök thii akɛ̈nythïn në bai 11 ë bëi adett de mïth ke thukul rëër baai në wɛ̈t de tuany aci maliöön 850.
By 20 March, over 70% of the world's learners were impacted by closures, with 124 country-wide school closures.
Në Kol e nïn 20 , adet lëu 70% de mïth ke thukul në piny thok ebën acï thiɔ̈ɔ̈ŋ de thukuul ca rɛ̈ɛ̈r baai kekë 124 thukuul cï ke thïök thook në bai ɛ̈bɛ̈n..
On 23 March, all Nigerian school were found to have been closed down by Nigerian government, markets as well as companies were closed down and children were forbidden by parents to step out of their homes.
Në pɛi nïn 23 aköldit, thukuul ke pan ye cɔl Nigeria acï kek yɔ̈k ke cï thiöök thook akuma pan Nigeria, thuök ku manadhamat aake cï thiöök piny ku kɔc ke dhiɛ̈th aacï miɛ̈thken pɛ̈ɛ̈n bïk cï bɔ̈ bei bɛ̈ɛ̈i ken ic.
On 26 March, all New Zealand schools and universities have been closed down across the country.
Në pɛi nïn 26 aköldit, Thukuul ke pan ye cɔl New Zealand acï thök thok ebën.
The government has imposed a two-week holiday, allowing schools to transition to forms of distant teaching as soon as possible.
Akuma acë wïïk ke rou tau ëkë ye nïn cïnë ke lui acan bï ajuiɛɛr benë kɔc ya piɔ̈ɔ̈c ëke mecic tau tëde.
Universities have closed for one week, but resumed with online teaching afterwards.
Jamiyat ëbɛ̈n acï thök thok në wïïk tök ku gël piööc de cabaka.
Other school services remain open, but teaching is restricted to distant learning.
Löŋ ke thukul aken thök ku piööc yenëke ka ye loi në cabaka nyin.
By 27 March, nearly 90 percent of the world's student population was out of class.
Në pɛi nïn 27 aköldit, 90% de mïth ke thukul në piny thok ebën acï liu në thukulic.
Regions with schools remaining open included Taiwan, Singapore, Australia, Sweden, and some U.S. states.
Bɛ̈ɛ̈i ŋot ëke kën thukuul thök aye pan ye cɔl Taiwan, Singapore, Australia, Sweden, ku baak de U.S.
By 29 March, more than 1.5 billion children and other students were affected by nationwide school closures.
Në pɛi nïn 29 aköldit, adet de 1.5 nhïïm ke mïth acï ke thuɔp baai Ɣɔn thiöök ë thukuul thook.
Others were disrupted by localized closures.
Mïth kɔ̈k ke thukuul acï lɔ baai xɔn thiöökë thukuul baai thook.
Until April 6, holidays were extended in all secondary schools of Turkmenistan.
Agut pɛ̈i de Bildit ke ye nïn 6, nïn benë ke rëër baai ake cïke cuɔt pan ye cɔl Turkmenistan.
An order signed by the Ministry of Education as a preventative measure aims to prevent the spread of respiratory diseases in connection with the WHO coronavirus pandemic.
löŋ cï mäktam de thukul tau ë bï tuaanyë cë ca thëëi rɔt piny arëëtic cï mɛn cïnë WHO ye luel.
10 countries have localised schools closures, UNESCO estimates 473,933,356 learners are potentially at risk (pre-primary to upper-secondary education) and 77,938,904 learners are potentially at risk in tertiary education.
Dolat ke 10 acï thukuul ke thök thook, ëye UNESCO thɔ̈ŋkɔ̈u ke mïth thukuul ke 473,933,356 aake tɔ̈ në riäkic (rodha agut cë thukul thɛ̈nëwëi) ku mïth thukuul ke 77,938,904 aake tɔ̈ në riäkic në thukuul ke Jaama.
Note: Figures correspond to total number of learners enrolled at pre-primary, primary, lower-secondary, and upper-secondary levels of education [ISCED levels 0 to 3], as well as at tertiary education levels [ISCED levels 5 to 8] who could be affected should localised closures become countrywide.
Dööt: Adet de mïth ke thukul cï gät piny rodha, thukuul ke ɣön ë tök agut cë ɣön ë bɛ̈t, thänëwëi-piny, ku thänëwëi-nhial de gɔ̈të [kana 0 agut cë 3 de ISCED], yïk gɔ̈t de kanɛt ë jaama ayɛ [kana 5 agut cë 8] wɛ̈n lëu bïk naŋ mëckëla alëu bïk thïök ë thukuul thok loi kënë bai ëbɛ̈n.
Enrolment figures based on latest UNESCO Institute of Statistics data.
Adet kënë aluel akutnhom ye cɔl UNESCO.
School closures in response to the COVID-19 pandemic have shed a light on numerous issues affecting access to education, as well as broader socio-economic issues.
Thiɔ̈k de thukuul thook acan bï tuany ye cɔl COVID-19 bï rɔt cë thëëi piny.
As of March 12, more than 370 million children and youth are not attending school because of temporary or indefinite country wide school closures mandated by governments in an attempt to slow the spread of COVID-19.
Në pɛɛi aköldit, ke ye nïn 12, adet war maliöön 370 ke mïth ke thukul në piny thok ebën acï cë bɛr lɔ thukul në kë cïnë thukuul thök thook në akuma acan bï COVID-19 rɔt cë ɣok arëëtic.
As of 29 March, nearly 90% of the world's learners were impacted by closures.Even when school closures are temporary, it carries high social and economic costs.
Në pɛi nïn 29 aköldit, adet 90% ke mïth ke thukul a rɛ̈ɛ̈r baai në kë cïnë thukuul thök thook ebën.
The disruptions they cause affect people across communities, but their impact is more severe for disadvantaged children and their families including interrupted learning, compromised nutrition, childcare problems and consequent economic cost to families who cannot work.
Kë cïnë thukuul thök thook në piny thok ebën acï riɔk bɛ̈i arëëtic tënɔŋ mïth niɔp piir den kek. Kɔc ëke ye lui bï ke cam kë yök abï naŋ guɔm dït arëëtic.
Working parents are more likely to miss work when schools close in order to take care of their children, incurring wage loss in many instances and negatively impacting productivity.
Kɔc ë lui abï lui piɔl ago kë nyin ya tït në mïth baai ku ka cï bï ber näk ke cam kë bike yök.
Localised school closures place burdens on schools as parents and officials redirect children to schools that are open.
Abï ye riɛl në biäk de warke mïth të cïnë thukuul thök thook acan abï mïth bɛr lar në thukul xɔɔric.
Women often represent a large share of health-care workers and often cannot attend work because of childcare obligations that result from school closures.
Diäär juëc ë dïktor acï bï bɛr ya lɔ panakïm acan aye nyïn lɔ tïït ë mïth baai.
This means that many medical professionals are not at the facilities where they are most needed during a health crisis.
Ekënë ë ye nyuɔɔth mɛnë kɔc juëc acï tɔ̈u panakïm acan diäär juëc lui panakim aye rëër baai kënë mïth.
Lack of access to technology or fast, reliable internet access can prevent students in rural areas and from disadvantaged families.
Liu de cabaka në xan cï thiɔ̈ɔ̈k në geeu alë bï mïth ya tɔu ëke cï ke ye piɔ̈ɔ̈c piŋ.
Lack of access to technology or good internet connectivity is an obstacle to continued learning, especially for students from disadvantaged families.
Liu de cabaka në xan cï thiɔ̈ɔ̈k kenë geeu abï mïth gël bïkë cë piöc.
In response to school closures caused by COVID-19, UNESCO recommends the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education.To aid in slowing the transmission of COVID-19, hundreds of libraries have temporarily closed.
Acan cï thukuul në wɛ̈t de tuany ye cɔl COVID-19, UNESCO acï lɛ̈k kɔc bï mïth a piɔ̈c ëke rɛ̈ɛ̈r baai ku loi cabaka benë mïth ke thukuul ku dupiööc ya yök ago piööc ŋot ke cath. Bï ɣok de COVID-19 dhuk nyin piny, ɣöt juëc ke kuɛ̈n acïke thök thook.
In the United States, numerous major cities announced public library closures, including Los Angeles, San Francisco, Seattle, and New York City, affecting 221 libraries.
Në USA, bɛ̈ɛ̈i juëc acï xan yenë lɔ kuën thïn thök thook cï mɛn de Los Angeles, San Francisco Seattle ku New York. Acï 221 thok thook.
For students without internet at home, this increases the difficulty of keeping up with distance learning.
Tënɔŋ mïth de thukul cïnë cabaka baai, arilic bï kɔc piɔ̈ɔ̈c ëke rɛ̈ɛ̈r baai.
School closures puts a strain on parents and guardians to provide childcare and manage distance learning while children are out of school.
Thiɔ̈k de thukuul thook acï warke mïth ca mam në të bïkë lui mïth ago ke ya piɔ̈ɔ̈c në bɛ̈ɛ̈i yic.
In the absence of alternative options, working parents often leave children alone when schools close and this can lead to risky behaviours, including increased influence of peer pressure and substance abuse.
Në liu de kë piɛɛth bï looi, wärken ke mïth ë lɔ në xan ke lui abï bïne mïth ke ciil arac acan acï raan ë ye jɔɔny.
Many children worldwide rely on free or discounted meals at schools.
Mïth juëc në piny thok ebën a nhiar miëth ye yën kek abac në thukulic.
When schools close, nutrition is compromised.Nutrition plays a critical role in cognitive development and academic performance for children.In Washington State, around 45% of the states 1.1 million students enrolled in traditional public and charter schools qualify for subsidised school meals.
Të cenë thukuul thök thook 45% de bɛɛi ku 1.1 milioon ke mith ke thukul. cäm de mïth kor ë rac. Cam de mïth kor akɔɔr bï ya piath ago mïth dït de cï guɔp tuany.
At least 520,000 students and their families may be affected by food insecurity as a result of school closures.School lunch programmes are the second-biggest anti-hunger initiative in the United States after food stamps.
Gudhur de 520,000 ke mïth ke thukul ku jal ya wärken alë bïkë nak cɔk në wɛ̈t cïnë thukuul thök thook.
Every year, nearly 30 million children rely on schools to provide free or low-cost meals including breakfast, lunch, snacks, and even dinner.In Alabama, where state-wide school closures as of 18 March have affected over 720,000 students, the state Superintendent announced that staff in schools disproportionately affected by poverty would create meal distribution networks to provide food for students who rely on school lunches.
Në ruɔn thok ebën, adet cït maliöön 30 ke mïth ake ye cam de thukul nhiaar acan thukul aye në cäm thïn aa diäk e köl. Pan ye cɔl Alabama cenë thukuul juëc thiɔ̈k thok anɔŋ mïth ke thukul ye 720,000 cï luel në pɛɛi nïn 18 aköldit ku ka rëër baai keke cï gɛ̈ɛ̈r.
School closures negatively impact student learning outcomes.
Thiɔ̈k de thukuul thook acï rɛ̈ɛ̈c bɛ̈i tënɔŋ mïth de kë thukul.
Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.
Thukul ë mïth yëëk piëc piɛth ku na cï thukul thök ke cë ca yök ka piɛɛth kënë ee bïkë yök
The disadvantages are disproportionate for under-privileged learners who tend to have fewer educational opportunities beyond school.Student drop-out rates tend to increase as an effect of school closures due to the challenge of ensuring all students return to school once school closures ends.
Rɛ̈c den aye lɔ dït tënɔŋ mïth niɔp ë kɔc ken kek. Adet de mïth pial thukul ë rɔt dhit akë tau abï wärken ke dhuuk në thukulic riän.
This is especially true of protracted closures.Schools are hubs of social activity and human interaction.
Ekënë ke yic de thiɔ̈k de thukuul thook. Thukul ëtë yene kɔc kuc rɔ̈t lɔ yök
When schools are closed, many children and youth miss out of on social contact that is essential to learning and development.When schools close parents are often asked to facilitate the learning of children at home and can struggle to perform this task.
Na cï thukuul thiöök thook, ka mïïth abuun juëc ku riɛ̈nythii aacï rɛ̈ɛ̈r ye nhïïm mär rɛ̈ɛ̈r ye kɔc rɛ̈ɛ̈r täntök ku e yen të ye kɔc piöc thïn ku aguiɛr. Të cï thukuul thiök, kɔc ke dhiɛ̈th aacï kek thiëc ku bïk mïɛ̈thken ya piöc baai, ku aaye kë them bïk luɔiden looi.
This is especially true for parents with limited education and resources.
Ëkë në kë yic tënɔŋ wärken ke mïth kën piöc.
Potential impacts of school closures and reliance on distance learning are not addressed in federal acts of legislation at this time.
Kë lɛ̈u bï thiök thok thukuul mec rot wei kony akïc täu löŋ baai iic dhaman kën.
Formal education — as opposed to informal education or non-formal education — tends to refer to schools, colleges, universities and training institutions.
Piööc de thukuul ku piööc baai--aye thukuul, jamiyat ku jal ya ɣän kɔ̈k ke pïööc.
A 1974 report by the World Bank defined formal education as the following:Formal education: the hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.The majority of data collected on the number of students and learners impacted by COVID-19 has been calculated based on the closure of formal education systems.
Ɣɔn në run de 1974 acï Bɛŋ de pinynhom luel wu luɔi aci ya: mal de gɔ̈t: ku tän de ïdära, ajuɛr de juëk ë 'luɔi de gɔ̈t', ë jɔk rɔt mënë thukuul thii kë agut cë jaamɛt ku anɔŋic yïk, mɛtë thïn de amatnhom ë kuën ëbɛ̈n, ajuɛr wääc cï ruɔk cɛlic ku thukuul nɔŋ piööc de tɛ̈ɛ̈t ëbɛ̈n ku jɔla piööc dït de nyïc. Thönthii juëc cï ke määtic tënë adɛnë mïth ku piööcë ke ë tïr në wɛ̈tde COVID-19 aci thukul bɛn cɔ thiök ke thook.
The UNESCO Institute for Statistics provides figures on students impacted by COVID-19 corresponding to the number of learners enrolled at pre-primary, primary, lower-secondary, and upper-secondary levels of education [ISCED levels 0 to 3], as well as at tertiary education levels [ISCED levels 5 to 8].
Ke ye cɔl UNESCO e cë akuën gam baŋde COVID-19 ë jam në adet [ISCED adet 0 leer agut 3] mïth ke thukul tɔu në thukul dït ku thukul kor acï rɔt juak në [ISCED 5 leer në 8].
Early childhood educational programmes are usually designed for children below the age of 3 and may refer to preschools, nursery schools, kindergartens, and some day care programmes.
Ajuiɛɛr de piööc ë mïth kor acï loi ke ye këde mïth nɔŋ run ke 3 dhuk piny ku ka cïke cääk cï mɛn de rodha ku Kindergartens.
While many primary and secondary schools have closed around the world due to COVID-19, measures impacting early childhood educational programmes have varied.
Ke thukuul cï ke thiɔ̈k thok në piny thok ebën në wɛ̈t de ye tuany cɔl COVID-19, ke kuɛɛr juëc ke gël de ye tuanyë ëke wuɔ̈i acïke täu.
In some countries and territories, preschools and day cares are considered necessary services and have not closed in tandem with broader school closure measures.In the United States, the Washington State Department of Children, Youth, and Families encouraged child care and early learning centres to stay open.
Në dolat kɔ̈kic, thukuul ke mïth thi cï mɛn de rodha aken ëke thök thook ku mïth aŋot ëke piööc ë kek. Në United States, akut tɔ̈u në Washington wën ë thukuul ke mïth juiir acï jam bï rodha ɣɔr ke cï thök thook.
Some school districts may offer alternative child care options, prioritising the children of first responders and healthcare workers.
Thukuul kɔ̈k aalëu bïk dhɛ̈l lëu bïnë ke mïth tiɛt thïn gam, ku aa mïth kɔc käŋ lac dhuk nhïïm ku kɔc lui alɔŋ pial guöp aa kek bï täu kɔc nhïïm.
The governor of Maryland mandated that specific child care services remain open for the children of emergency personnel while Washington State and California have left it to the discretion of care providers.
Bäny de pan ye cɔl Maryland ë jam wu thukuul kɔ̈k ke mïth kɔ̈k a kënë ke thök thok. Ku thukuul tɔu pan ye cɔl California acï ke thök.
California Governor Gavin Newsom explained his state's position, saying “We need our child care facilities, our daycare centers, to operate to absorb the impact of these school closures.”
Bäny de pan ye cɔl California raan ye cɔl Gavin Newsom ë jam wu kɔɔr kë bï thukuul ke mïth kor ŋot ëke lui.
Colorado has encouraged the development of "tool kits" for parents to use at home to emulate the lessons children would have received in their early learning programmes.In Japan, Prime Minister Shinzo Abe closed all schools throughout the country until April 8, however, children's daycare facilities were excluded.
Colorado acï kɔc ke mïth kor yɔ̈k bïkë mïth ya piɔ̈ɔ̈c në bɛ̈ɛ̈i yic. Në Japan, mɔɔr ŋak nhom ye cɔl Shinzo Abe acï thukuul thök thook ebɛn në pɛi nïn 8 Bildït, thukuul ke mïth kor ake kenë ke thök.
In early March, five adults associated with a nursing facility for preschool children in Kobe tested positive for coronavirus.
Në gɔl de pɛɛi aköldit, kɔc dït ke thïc ëke ye piööc në thukuul ke mïth kor yic acï ke bɛ̈n yök eke tuany.
After testing over one hundred children at the facility, a preschool student was found to be carrying the virus.
Na ɣɔn acï mïth kor them guup, go mïth lëu buɔɔt yök eke cï tuany.
Primary or elementary education typically consists of the first four to seven years of formal education.
Mɛnh ë tɔu në ye thukul ë yic ëya mɛnh nɔŋ run ke dhorou thuuk piny.
The International Baccalaureate Organization (IBO) canceled the examinations for its Diploma Programme and Career-related Programme candidates scheduled between 30 April and 22 May 2020, reportedly affecting more than 200,000 students worldwide.
Akutnhom ye cɔl international Baccalaureate (IBO), acï athëm de mïth kor nyaai bï ce lui- ku ajuɛr thänyde mïth cï täu në kaamë Akɔ̈nydït kë ye nïn 30 ku Akänythii kë ye nïn 22 në 2020, kë ye caal kë cë mïth thukuul ke 200,000 pinynhom ëbɛ̈n yiëk meckëla
The IBO stated that it would award candidates their diplomas or certificates based on "their coursework" and "the established assessment expertise, rigor, and quality control already built into the programme."
Akutnhom ye cɔl (IBO) acï luel wu raan abën ë lui de xan ye looi në thukulic tau ke yen ye athëm de.
Tertiary education, also known as higher education, refers to the non-compulsory educational levels that follow completion of secondary school or high school.
Piööc tueŋ, ke ŋic ke cɔl piöc tɔ̈u nhial jama, e piööc bën thukul tɔ̈u ciɛl thaniwi wula piööc ciɛl.
Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training.
JPiöc jama ala ic kɔc ŋɔt ke kïc jɔ̈t nhïïm ku kɔc cï kek jɔ̈t nhïïm, ku jɔl aa kɔc piöc ke loiloi cin ku piööc.
Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.
Raan cï jamiya Thɔ̈l aye miɔ̈c në waragɛk den ben lui lɔ kɔɔr.
Undergraduate education is education conducted after secondary education and prior to post-graduate education, for which the learner is typically awarded a bachelor's degree.
Ke ye cɔl under graduate ë raan kënë kan jɔɔt nhom ku post graduate is raan wën cï kan jɔɔt nhom ku ka ber dɛ̈t nyɔ̈k kuen.
Students enrolled in higher education programmes at colleges, universities, and community colleges are often refereed to in countries such as United States as "college students."The closure of colleges and universities has widespread implications for students, faculty, administrators, and the institutions themselves.
Mïth cï ke gät rin piny tënë gät dït lɔŋde kɔ̈lic, jaama, ku jɔla kɔ̈lic thii ke wuöt aaye ke dac cɔl "Mïth ke Jamiya" në bɛ̈i cït yïk Amërika. Thiöök de kɔ̈lic ku jaamɛt thook acï rɛ̈ɛ̈c dït cë rɔt thiäi piny apɛi tënɔŋ ë mïth kë, kɔc ke ïdära ku keek thukuul ke pɛ̈c.
Colleges and universities across the United States have been called upon to issue refunds to students for the cost of tuition and room and board.
Jamiyat ke pan ye cɔl Amërika, acï dupiöc yɔ̈k bïkë mïth thuɔk wëu ken.
In the United States of America, Colleges and universities operate as "mini-cities" which generate significant revenue for cities, states, and regions.
Në Pan ye cɔl United States, ke thukul ebën anɔŋ wëu yekë yen akuma de baai
For example, Princeton University contributed $1.58 billion USD to the New Jersey economy and students spent about $60 million in off-campus spending.
Acï mɛn de thukul ke walayat aye ke cït $1.58 billioon USD tën jiɛk pan New Jersey ku mïïth abuun aacï $60 milion luɔ̈i pan abun.
College and university closures have a domino effect on economies with far-reaching implications.According to Linda Bilmes of the Harvard Kennedy School, "local hotels, restaurants, cafes, shops, car rental agencies and other local businesses obtain a significant share of annual revenue from graduation week and college reunions...
Thök de thukuul thook aken akuma bɛr ca yɔ̈k wëu wan yeke yök tënɔŋ thukuul. Tenɔŋ raan ye cɔl Linda Bilmes de thukuul ye cɔl Kennedy " matɛm, ɣän ke nïn, dukɛ̈n, ɣän ke riɛ̈ɛ̈th ku tajir kor " ke kake ye akuma cak yök wëu.
these communities will suffer a lot of economic damage if the colleges remain closed at that time."Small towns which rely on college students to support the local economy and provide labour to local businesses are especially impacted by school closures and the exodus of students from campus.
Akut kɔc baai kä abï jiɛkden riäk të ŋuɔt thukuul ke thiöök. "Bɛ̈ɛ̈i kor aa pïïr thukuul kɔ̈th ku bï kek jiɛk baai kuɔny thïn ku luui kä kɔc aacï thiöök thok thukuul jɔ̈ɔ̈r apɛi ku pïïr mïïth abuun ɣɔɔn piöc iic.
In Ithaca, New York, Cornell University students spent at least $4 million a week in Tompkins county.
Pan ye Ithaca, New York mïth ke jamiya aye maliöön ke 4 Thɔ̈l në wïïk tökic pan ye cɔl Tompkins.
In the wake of Cornell's decision to keep students home following spring break and transition to virtual instruction, the Mayor of Ithaca called for "immediate and forceful federal action — we will see a horrific economic impact as a result of Cornell University closing."
Në kë cï pan ye cɔl Cornell loi bï mïth ke thukul ca lɔ baai në wɛ̈t de ye tuanyë, bäny de pan ye cɔl Ithaca a jam wu thiɔ̈ɔ̈k de thukul thook abï tajir riɔk arëëtic.
UNESCO is sharing 10 recommendations during this period:
Akutnhom ye cɔl UNESCO arɔm käŋ ke 10 bï kuanycök kenë kɔc.
Examine the readiness and choose the most relevant tools: Decide on the use high-technology and low-technology solutions based on the reliability of local power supplies, internet connectivity, and digital skills of teachers and students.
Them mɛn cï kɔc röth juiir ku lɔɔc aye ke piɛth në kë yic:, Akɔɔr ba tök lɔc në kaam de chëëk dït ku chëëk kor ku ka kɔɔr bï karaba, ku cabaka tɔ̈u.
This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.
Kak aye yï bï kɔc piɔ̈ɔ̈cde bidio, MOOCs, ya caal në radio ku TVs.
Ensure inclusion of the distance learning programmes: Implement measures to ensure that students including those with disabilities or from low-income backgrounds have access to distance learning programmes, if only a limited number of them have access to digital devices.
Akɔɔr bï mïth ke thukul ya piɔ̈ɔ̈c ëke cɔk tɔu në piny mec. Mïth nɔŋ badhɛɛl wenë mïth wën cïn käŋ akɔɔr bïke ya piɔ̈c ëya
Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Akɔɔr bï bɛ̈ɛ̈i yën yic cabaka ë ya a gokë ka loi röt ya nyic
Protect data privacy and data security: Assess data security when uploading data or educational resources to web spaces, as well as when sharing them with other organisations or individuals.
Akɔɔr ba ka yenë cabaka ke lui ya gël në raan dɛ̈t ke rɔm yïn kek ke manadhamat wenë raan dɛ̈t wenë raan dɛ̈t.
Ensure that the use of applications and platforms does not violate students’ data privacy.
Akɔɔr ba nyic mɛnë ka ke lui de cabaka ke mïth ke thukul kë acï gël apiɛth
Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other.
Yekë bï baai kony yen ye kaŋ täu tueŋ ke piöc kïc guɔ looi: yäp kä kuat käk piööc ku bï thukuul, kɔc ke dhiɛ̈th ku kɔc piöc nuet.
Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.
Akɔɔr ba bɛ̈ɛ̈i loi a gokë ya rëër ë tök. Ku loi kë thɛ̈ɛ̈ny rɔt mïth ke thukul ago thuruup ke rëër baai ke cë dɔm