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Raising Clean Hands

UNICEF Joint Call to Action for WASH in Schools (2012) C_UNICEF
Advancing Health, Learning and Equity through WASH in Schools
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Concise Indicative Decision Tree for Emergencies

ECHO EU (2014)
The document contains 2 decision trees, the first short one is to act fast and the second is to design better interventions
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Containing Hemorrhagic Fever Epidemic, The Ebola Experience in Uganda (October 2000 – January 2001)

Lamunu M, Lutwama J.J, Kamugisha J; et al. (2002)
A paper presented at the 10th International Congress on Infectious Disease, Singapore
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Zimbabwe Demographic and Health Survey 2010-11

Zimbabwe National Statistics Agency (Z IMSTAT) and ICF International. 20 (2012) C1
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Humanitarian Action and older People

IASC; WHO; HelpAge International, et al. (2008)
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Improving Child Nutrition

Unite for Children; UNICEF (2013)
The achievable imperative for global progress
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Community-based rehabilitation: CBR guidelines - Health component
recommended

Kamala Achu, Kathy Al Jubah, Svein Brodtkorb, WHO (2010) C_WHO
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek http://www.who.int/disabilities/cbr/guidelines/en/
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Community-based rehabilitation: CBR guidelines - Supplementary booklet

Kamala Achu, Kathy Al Jubah, Svein Brodtkorb, WHO (2010) C_WHO
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek http://www.who.int/disabilities/cbr/guidelines/en/
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WHO guidelines on drawing blood: best practices in phlebotomy

World Health Organization (2010) C_WHO
The new WHO guidelines provide recommended steps for safe phlebotomy and reiterate accepted principles for drawing, collecting blood and transporting blood to laboratories/blood banks.
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Ebola Preparedness Checklist for Faith-based Health Leaders

Centers for Disease Control and Prevention CDC (2014) CC
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Global status report on noncommunicable diseases 2014

World Health Organization WHO (2014) C_WHO
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Adolescent HIV Care and Treatment: A Training Curriculum for Health Workers . Module 10 Presentation Manual

ICAP; CDC; University Teaching Hospital, et al. (2011)
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Developing intervention strategies to improve community health worker motivation and performance

Frank, Ti.; Kallander, K. Malaria Consortium (2012) C1
This learning paper describes Malaria Consortium’s experience with Integrated Community Case Management (ICCM) in malaria prevention and treatment in Mozambique and Uganda. ICCM is an approach where community-based health workers are trained to identify, treat, and refer complex cases malaria (an ... more
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Real-time learning report on World Vision's response to the ebola virus in Sierra Leone

Cascioli Sharp, R. World Vision (2015)
This real-time learning process was carried out in order to identify the gaps and needs within World Vision’s current Ebola Virus Disease (EVD) response in Sierra Leone and to inform World Vision on how other surrounding countries (specifically those with national offices such as Mali, Ghana, Nig ... more
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Kenya Comprehensive Refugee Programme 2015

UN High Commissioner for Refugees (2015)
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Ebola Regional lesson learning

Health and Education Advice and Resource Team (2014)
This helpdesk report seeks to establish what lessons have been learnt from the current and previous Ebola outbreaks. It recommends good practice and makes suggestions based on the evidence for good practice and preparedness to reduce transmission and prevent further risk and exposure in affected cou ... more
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Guidance on Land Use Planning

Asian Disaster Preparedness Center, Tsunami Global Lessons Learned Project (2015)
Disaster Recovery Toolkit
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Malawi community health programs

Advancing Partners & Communities USAID; FHI360; JSI (2014) C1
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IOM South Sudan: 2015 Midyear Crisis Appeal

International Organization for Migration (2015)
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Multi-Sector Initial Rapid Assessment Guidance, Revision July 2015

IASC Inter-Agency Standing Committee (2015)
The Multi-Cluster/Sector Initial Rapid Assessment (MIRA) is a joint needs assessment tool that can be used in sudden onset emergencies, including IASC System-Wide Level 3 Emergency Responses (L3 Responses).