Improve identification, verification, communication and coordination.
World J Meta-Anal. Aug 26, 2017; 5(4): 103-123
Published online Aug 26, 2017. doi: 10.13105/wjma.v5.i4.103
This paper presents lessons learned from previous flood responses in developing countries, based on a structured review of the literature. It is intended for people working in relief and recovery operations who have to decide if, when and how to intervene after a flood.
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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Good practices from South & South-East Asia in disability inclusive disaster risk management
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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The New England Journal of Medicine has a perspective on Ebola Virus Disease in West Africa — Clinical Manifestations and Management, written by authors who have cared for more than 700 patients with EVD between August 23 and October 4, 2014, in the largest Ebola treatment unit in Monrovia, Liberi...a (Free Access) NEJm, November 5, 2014DOI: 10.1056/NEJMp1413084
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The adoption and the entry into force of the Convention on the Rights of Persons with Disabilities and its Optional Protocol challenge such attitudes and mark a profound shift in existing approaches towards disability.
The companion Handbook on Humanitarian Access presents the normative framework pertaining to humanitarian access in situations of armed conflict, and therefore serves as a useful reference source for humanitarian practitioners on the normative framework.
This initial version of the Field Manual –... labeled Version 1.0 – was elaborated by Conflict Dynamics International in collaboration with the FDFA and the UN Office for the Coordination of Humanitarian Affairs (OCHA).
Development of the structured approach and guidance contained in this Manuel
involved a consultation process which included bilateral meetings with humanitarian organizations, regional consultation events and consultations during several field visits, including dedicated field missions
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Broken Links: Psychosocial support for people separated from family members (Training
module) and the corresponding Broken Links field guide are designed to support staff and
volunteers in a wide range of settings where they may be in contact with families who have
been separated from their loved... ones. The field guide and the training module outline the
causes and consequences of being separated from family members, as well as the types of
contact staff and volunteers might have with families affected by separation.
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The ECDC, the EFSA and the EMA have for the first time jointly explored associations between consumption of antimicrobials in humans and food-producing animals, and antimicrobial resistance in bacteria from humans and food-producing animals, using 2011 and 2012 data currently available from their re...levant five EU monitoring networks. Combined data on antimicrobial consumption and corresponding resistance in animals and humans for EU MSs and reporting countries were analysed using logistic regression models for selected combinations of bacteria and antimicrobials. A summary indicator of the proportion of resistant bacteria in the main food-producing animal species was calculated for the analysis, as consumption data in food-producing animals were not available at the species level
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Prêt au retour: dossier de formation à la préparation des enseignants vous guidera à travers une réflexion sur l’impact du COVID-19 sur les pratiques pédagogiques quotidiennes et vous fournira des conseils et des suggestions que vous pourrez appliquer en classe. Les informations fournies ici... ne sont qu’une première introduction ; nous espérons que vous les trouverez instructives et utiles, que vous explorerez les sujets plus en profondeur, que vous en discuterez avec vos collègues et que vous utiliserez les ressources disponibles qui vous permettront de changer durablement la vie de vos élèves.
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Almost two years after the signing of the Political Accord for Peace and Reconciliation (APPR), the Central African population is still hostage to an unstable and unpredictable security environment. Continuing conflicts in several areas of the country, structural weaknesses combined with the socio-e...conomic effects of the COVID-19 pandemic, and the devastating effects of natural disasters have plunged 2.6 million people into dire needs. Of this total, 1.6 million have severe humanitarian needs, a figure unmatched for five years, reflecting a deterioration in the physical and mental well-being and living conditions of populations across the country.
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