Los responsables de la comunicación en diversos sectores deberían utilizar esta orientación provisional como referencia para reforzar las actividades comunicativas sobre el virus de Zika que desarrollan actualmente. El presente documento complementa la comunicación de riesgos sobre esta infecci...n y la orientación para la participación de la comunidad elaborada por la Oficina Regional para las Américas de la OMS.
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O recente aumento dos casos de microcefalia e outras patologias neurológicas potencialmente associadas à infecção pelo vírus Zika provocou um aumento da procura de testes laboratoriais para detectar a infecção. Os grupos prioritários para os testes de diagnóstico devem ser
indivíduos sin...tomáticos e mulheres grávidas assintomáticas com possível exposição ao vírus Zika. O presente documento fornece orientações sobre as actuais estratégias de testes da infecção pelo vírus Zika. Este documento será revisto e actualizado à medida que surgirem novas informações.
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Untersuchung und Dokumentation von Folter und Menschrechtsverletzungen. 2. Auflage
Washington, D.C., EUA, del 26 al 30 de septiembre del 2016
Punto 4.10 del orden del día provisional
CD55/14 8 de julio del 2016
Original: inglés
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
Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled ...children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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En los últimos 30 años los eventos adversos en la región de la Comunidad Andina ocasionaron la muerte de unas 227.000 personas, y pérdidas por cerca de 12.000 millones de dólares. Ecuador vivió una situación similar. El objetivo de este manual es propiciar una ade...cuada
y oportuna gestión de la asistencia internacional ante
desastres en que el Ecuador esté involucrado, sea en
condición de asistido o de asistente, o simplemente como
facilitador de asistencia, con el propósito de reducir la
pérdida de vidas humanas y daños materiales. Este Manual es como una herramienta que ayudará a fortalecer la relación entre los actores de la asistencia humanitaria.
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The Minimum Standards for Age and Disability Inclusion in Humanitarian Action inform the design, implementation, monitoring and evaluation of humanitarian programmes across all sectors and phases of response, and in all emergency contexts, ensuring older people and people with disabilities are not e...xcluded.
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Versão 2. Última atualização 10 Março 2016
O protocolo contém orientações sobre definição de casos suspeitos, como identificação de alterações do Sistema Nervoso Central (SNC) durante a gestação, critérios para confirmação ou descarte de casos, sistema de notificação e investig...ação laboratorial. Além disso, há orientações sobre como deve ser feita a investigação epidemiológica dos casos suspeitos e sobre o monitoramento e análise de dados.
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Teil II beschreibt den wissenschaftlichen Sachstand zur Inflünzapandemieplanung und Inflünzapandemiebewältigung. Hierbei wird das RKI bei der Bewertung der wissenschaftlichen Informationen durch den Expertenbeirat Inflünza beraten. Der wissenschaftliche Teil dient als fachliche Grundlage... für Entscheidungen über Massnahmen zur Vorbereitung auf den Pandemiefall sowie Massnahmen im konkreten Pandemiefall.
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This is the third guidance note in a four-part series of notes related to impact evaluation developed by InterAction with financial support from the Rockefeller Foundation.This third guidance note, Introduction to Mixed Methods in Impact Evaluation, starts by explaining what a mixed methods (MM) imp...act evaluation design is and what distinguishes this approach from quantitative or qualitative impact evaluation designs. It notes that a mixed methods approach seeks to integrate social science disciplines with predominantly quantitative (QUANT) and predominantly qualitative (QUAL) approaches to theory, data collection, data analysis and interpretation. The guidance note is also available in French and Spanish on https://www.interaction.org/impact-evaluation-notes. ATTENTION: ANNEXES 1 TO 11 TO THIS DOCUMENT CAN BE FOUND IN ENGLISH VERSION ON: https://www.interaction.org/introduction-mixed-methods-impact-evaluation-annexes
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