“Follow the Voice of Life”
AIDSTAR-One | Case study series October 2011
Testimonies from Humanitarian Workers with Disabilities.
By reading the first-hand accounts, we hear how persons with disabilities, not through any particular talent or skill but from unique knowledge gained through life experience, are ideally placed to provide insights, ideas and leadership, to s...upply essential data, and to fill the gaps in humanitarian response that cause this exclusion.
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Human Resources for Health Observer Series No. 16
The main objective of this mission was to assess the level of preparedness of Guinea-Bissau in respect of the WHO consolidated checklist. The checklist helps countries to assess and test their level of readiness it is being used to identify concrete action to be taken and where countries will requir...e support from partners. It lists 10 key components and tasks for both countries and the international community that should be completed within 30, 60 and 90 days from the date of issue of the list, with minimal requirements for equipment, material and human resources.
The components include: overall coordination; rapid response teams; public awareness and community engagement; infection prevention and control; epidemiological and laboratory surveillance; contact tracing; points of entry; laboratory; social mobilization and risk communication; budget.
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Journal of Microbiology and Infectious Diseases / 2015; 5 (3): 110-113
JMID, doi: 10.5799/ahinjs.02.2015.03.0187
Towards ending tuberculosis and multidrug-resistant tuberculosis.
The main aim of this paper is to present the current situation of children with disabilities in the Republic of Namibia, with special regard to their educational chances and influence of cultural beliefs on their lives. Namibia has a law, which entitles education for all its citizens. Despite numero...us legislative acts which should have increased the educational chances of Namibian children with disabilities, their real situation is completely different and depends on various factors, including the infrastructure of the schools, teacher competencies, their attitudes towards students, the small number of special and integrated schools as well as an insufficient amount of money transferred for the education of the children. The paper discusses all of the above factors and provides practical implications, which would improve the situation of children with disabilities in Namibia.
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