Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries are
out-of-school, and they form half of the world’s total out-of-school population. During conflict,
infrastructure assets such as schools are damaged... or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
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The objective of this study is to analyze the strengths, weaknesses, sustainability, and impact of the tsunami response in Sri Lanka and Indonesia 10 years later. A cross cutting theme of this study is the assessment of whether communities are now better prepared to respond to and cope with disaster....
Three key lessons for the future of humanitarian response are highlighted:
Lesson 1: Participation is the cornerstone of humanitarian response and recovery;
Lesson 2: Partnership as a prerequisite for long-term change;
Lesson 3: Creating momentum for risk reduction.
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The Japan Committee for UNICEF (JCU) has for years endeavored to disseminate important information about children in developing countries and UNICEF’s various assistance programmes there, as well as to fundraise to support those programmes. Unprecedented damage caused by the East Japan Earthquake,... however, forced us to ask ourselves what we could do to help, and we wasted no time in contacting UNICEF Headquarters in New York.
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Background. Children and adolescents can develop post-traumatic stress disorder (PTSD) after exposure to a range of traumatic events, including domestic, political or community violence, violent crime, physical and sexual abuse, hijacking, witnessing a violent crime and motor vehicle accidents. This... is particularly critical given the substantial challenge that PTSD poses to the healthy physical, cognitive and emotional development of children and adolescents.
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Is the first appendix for the Psychological First Aid Field for Schools (PFA-S) Operations Guide. This appendix provides recommendations for school staff (including principals and administrators, teachers, health-related professionals, and support staff) on providing Psychological First Aid at a sch...ool.
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PLOS Neglected Tropical Diseases September 2014 | Volume 8 | Issue 9 | e3016 DOI: 10.1371/journal.pntd.0003016
2014
Addendum to meeting report: Regional consultation on HIV epidemiologic information in Latin America and the Caribbean
A Guidebook for Medical and Professional Schools, Second Edition.
This book represents a significant step to engage health professions schools in addressing global health challenges
Open Journal of Psychiatry, 2014, 4, 390-395
Published Online October 2014 in SciRes. http://www.scirp.org/journal/ojpsych
http://dx.doi.org/10.4236/ojpsych.2014.44045
Good practices from South & South-East Asia in disability inclusive disaster risk management
CBM and the Global Campaign for Education 2014
Draft Working Discussion Paper
Information Booklet for Parents
Working Paper Series: No. 26