Progress report of the Human Rights Council Advisory Committee (A/HRC/33/53) (Advance edited version)
The guide summarizes an assessment of War Child Canada’s three-pronged legal protection model as implemented with South Sudanese refugees in Northern Uganda and uses it to identify the most important lessons for ensuring legal protection mechanisms are in place at the onset of an emergency
Este documento resume la actual posición del
Departamento de Salud Mental y Toxicomanías para
asistir a las poblaciones expuestas a factores estresantes
extremos, como los refugiados, los desplazados
internos, los sobrevivientes de desastres y poblaciones
expuestas al terrorismo, a la guerra ...o al genocidio.
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Report commissioned by the IASC Inter-Agency Humanitarian Evaluations Steering Group as part of the Syria Coordinated Accountability and Lessons Learning Initiative
Translation provided of the German Asylum Procedure Act (Asylverfahrensgesetz) by the Language Service of the Federal Ministry of the Interior. The translation includes the amendment(s) to the Act by Article 2 of the Act of
23.12.2014 (Federal Law Gazette I p. 2439). BEWARE: This version does no...t include the amendment of Nov. 2011! To compare with the current status of the German version, see http://www.gesetze-im-internet.de/asylvfg_1992/BJNR111260992.html.
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You can download the report in Englisch and French. Summaries available in Arabic, Amharic, Dari, Tigrinya, Pashto
Over 244,000 displaced people remain in camps or camp-like situations in Kachin, Shan, Rakhine
and Kayin states. Children make up at least 50 per cent of this population, while women and„Myanmar: 2019 Humanitarian Needs Overview - Myanmar“. ReliefWeb. Zugegriffen 4. Januar 2019. https://reliefw...eb.int/report/myanmar/myanmar-2019-humanitarian-needs-overview.
children together make up about 77 per cent. This includes approximately 97,000 people in
Kachin, 8,800 in Shan and 10,300 in Kayin who remain displaced as a result of the armed conflict.
It also includes about 128,000 people in Rakhine, the vast majority of whom are stateless, who
were displaced as a result of the violence in 2012.
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in Tackling the Migration Crisis under the safe third country and first country of asylum concept. Accessed at 5 April 2016
Journal des anthropologues n° 138-139, 2014
http://journals.openedition.org/jda/4444
Le médicament pharmaceutique industriel est un objet de santé
à la fois scientifique, populaire et marchand. Si ces deux premiers
caractères sont souvent mis en avant respectivement par les sciences
biom...édicales et pharmaceutiques, par la santé publique ainsi qu’à
travers les médias, sa troisième composante est plus souvent passée
sous silence. Elle tend à être dissimulée derrière ce qui est présenté
comme la vocation première du médicament, à savoir la santé des
individus, leur bien-être physique et psychique. Or, le caractère
marchand du médicament est un formidable vecteur de dynamiques
et d’initiatives. Il est peut-être ce qui explique avant tout
l’incroyable vitalité du secteur pharmaceutique de par la planète,
non sans poser de nombreux problèmes d’ordre sanitaire et de santé
publique.
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Application for Program Design in the Europe and Eurasia Region
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)...; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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Towards a policy of inclusion
Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges