The COVID-19 pandemic has had severe impacts on both public health and the economy in Mexico and the United States. In terms of public health, Mexico’s response has been significantly less effective than that of the US. The number of confirmed cases as a percentage of population is much higher in Mexico than it is in the United States (Worldometer 2020). This indicates that despite efforts to reduce transmission rates, such as implementing lockdowns and enforcing social distancing measures, Mexico has not been able to contain the spread of COVID-19 efficiently.
In terms of economic effects, both countries have witnessed significant declines in their respective stock markets due to decreased consumer spending and business closures caused by government mandates (BBC News 2020). However, compared to the US, unemployment levels in Mexico remain high due to lack of social safety nets—making it especially difficult for those affected by job losses or income reductions during this crisis (Financial Times 2020). Furthermore, recent reports have suggested that poverty rates are also increasing more rapidly in Mexico than they are in America due largely too tight restrictions imposed on movement which some believe will exacerbate existing inequality within this country.
reply to the Teacher. Specialists like Ely (1984) and Samimy (1991) contemplated Risk taking and considered Risk Taking as one of the attributes of good students. Swain (1985) states that active participation of the students in arrangement of importance through information gives students significant output. Important input is basic in framing semantic skill and significant output is vital in shaping syntactic skill. Thus, Student quietness in classroom is the issue of EFL Teachers.
In any case, scientists don’t all concur that absence of Risk Taking capacity isn’t exclusively external. Analysts included not just non-Student related components or outside elements yet additionally Student related or inner variables.
Student related variables comprise of individual and full of feeling factors identified with students Risk Taking performance. They incorporate age, gender, identity, motivation, confidence and anxiety. Students’ Risk taking conduct is affected by outer factors, for example, their social convictions or practices, their learning circumstance, for example,
Teachers’ attitude, teaching style and other course related components like class size and classroom exercises. Ely (1989), in a classroom perception and sound chronicle the members trying to discover the connection between Risk Taking and oral support, reasoned that there was a critical connection between classroom participation and oral capability.
Risk Taking elements can be sorted as Student related variables those that influence students from inside and non-Student related elements those that influence students from outside and exist in Language learning condition. Student related variables or interior components are those that the individual Language student carries with him/her to the specific learning circumstances include: inspiration, confidence, anxiety, and personality trait. External elements are those that portray the specific Language-learning circumstance. Non Student related elements affecting risk taking conduct of the Language students incorporate their learning circumstance, for example, Teacher’s attitude and teaching styles and course related elements like class size and classroom action.
Community Language learning or advising getting the hang of as indicated by Curran (1976), proposes an agreeable and warm atmosphere in which students are urged to practice activities t
