STAATSKOERANT, 5 MEI 2015 No. 38763
No. 38763 GOVERNMENT GAZETTE, 5 MAY 2015
General Notice
Notice 295 of 2015
Department of basic education
National education policy act, 1996 (Act No 27 of 1996)
Call for written submissions from stakeholder bodies and members of the public on Departmen...t of basic education draft national policy on HIV, STIs and TB
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Summary Report
Full report submitted by the Human Sciences Research Council (HSRC) to the South African National AIDS Council (SANAC)
The context of the Ebola epidemic presented extreme challenges for Oxfam, as it did for many organisations. At the onset of the epidemic, there was a general lack of understanding of the disease and how to respond to it effectively and safely. A pervasive and persistent climate of fear, coupled with... changing predictions about the likely evolution of the epidemic, influenced analysis and response at all levels. There was strong pressure to treat the epidemic as a medical emergency requiring a medical response – organised through topdown processes – rather than standard humanitarian coordination
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front cover © Hannah Maule-Ffinch/Save the Children
Biennial Report. SUBMITTED TO THE UNITED NATIONS GENERAL ASSEMBLY SPECIAL SESSION ON HIV AND AIDS
Reporting period: January 2012 – December 2013
This document has been developed as a guide to allinstitutions producing health care waste in planning and implementation of interventions that will reduce mismanagement of hazardous waste in Zambia.The National Health-Care Waste Management Plan for 2015 to 2019 provides an overv...iew of the situation analysis, the proposed activities and the health care facility waste generating processes in Zambia and presents options for minimizing health-care waste generation through source reduction. The hazardous wastes generated by health care facilities are a challenge in Zambia as handling, storage, transportation and final disposal leaves much to be desired.
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This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for students aged 5–17; and activities for young people a...nd volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
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Social Mobilization in the Freetown Peninsula during the Ebola Epidemic 2014-2015
Disaster Recovery Toolkit
Briefing Note no. 80 November 2015