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COVID-19! How Can I Protect Myself and Others?
recommended
This curriculum will help you, and your community, understand the science of the virus that causes COVID-19 and other viruses like it. It will help you to figure out how this virus is impacting or affecting you or may impact you in the future. It will help you to understand the actions that you can ...
El plan de estudios le ayudará a usted, y a su comunidad, a entender la ciencia del virus que causa el COVID-19 y otros virus similares. Le ayudará a descubrir cómo este virus le afecta o puede afectarle en el futuro. Le ayudará a comprender las medidas que puede tomar para mantenerse a salvo y ...
This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers, caregivers and other education personnel affected b...
Ceci est la première version de la directive technique de l’INEE pour accompagner l’éducation pendant la pandémie de Covid-19. Ceci est un document évolutif qui sera régulièrement mis à jour pour répondre aux besoins d’apprentissage et de bien-être des enfants, des adolescents, des je...
Physical distancing measures are important to reduce COVID-19 transmission. However, when stringently applied, they can result in negative health and socio-economic impacts. This report draws on a rapid review of available literature, case studies from across Africa and expert knowledge to make reco...
This guide is designed to assist UNICEF staff and partners, in establishing and
operating Child Friendly Spaces (CFS) in an emergency. It attempts to provide
readers with the main principles of a CFS and the processes on how to establish
one.
The overall aim is to improve the standards and capac...
This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, int...
God. XXIX, BR. 2/2016. str. 323-334
In this paper an attempt has been made to contextualize the ecological dimension of contemporary Catholic
social teaching. With this aim in mind, the authors discuss the merits of several theories and approaches
(political economy approaches, ecological moderni...
The United Nations Network on Migration is committed to supporting all partners in pursuit of the implementation of the Global Compact for Safe, Orderly and Regular Migration, recognizing that this cooperative framework provides an invaluable tool for ensuring inclusive, collective responses to COVI...
The creaNon of ‘friendly spaces’ for women and girls has been a key
strategy in the protecNon and empowerment of women 1 and girls in South
Sudan since conflict re-erupted in the country in December 2013. This
document provides guidance on the aims of these spaces, and how they
can best be e...
Child friendly spaces (CFS) are safe spaces where
communities create nurturing environments in which
children can access free and structured play and
learning activities. CFS, also commonly referred to
as Child Centred Spaces or Safe Spaces for Children,
may provide educational and psychosocial...
There is no question that over the last thirty years environmentaldegradation and the ecological crisis have become in our day and age apredominant sign of the times. In response to this worrisome develop-ment official documents of the Roman Catholic Church, at various lev-els, have sought to addres...
TO HIS HOLINESS POPE JOHN PAUL II
The call to justice and peace has always been an essential part of the life of the Christian. Our sacred texts offer a constant reminder of the centrality of this call. In the Old Testament the prophet Micah tells us: “this is what Yahweh asks of you: only this, to act justly, to love tenderly, a...
Virtual MentorAmerican Medical Association Journal of Ethics May 2007, Volume 9, Number 5:384-387
