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1
Every day, schools engage in numerous activities that help promote the health and well-being of students, families, and communities. There is clear evidence of the benefits of the health-promoting schools (HPS) approach, not only for improving overall health outcomes (physical, mental, and social) i
...
n the educational community but also for achieving better learning outcomes. The closure of schools during the COVID-19 pandemic highlighted these benefits, as well as the close links between health, wellness, and education.
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Textbooks for Sustainable Development - A guide to embedding
United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP)
(2017)
This valuable and timely guidebook represents an innovative contribution to enhancing quality education through textbooks. It will change the way textbook authors, publishers and educators, as well as governments of the United Nations Member States, see the poten
...
tial of educational media at a time of growing violent extremism, changing notions of national identity, increasingly globalized and diverse communities, and environmental destruction. The need for education that promotes peace, social justice and global citizenship has become more urgent in a world of greater uncertainty. This guidebook builds on the momentum of Agenda 2030, providing a toolkit to enable textbook authors to place ESD at the core of their subjects in ways that are at once practical for them and interesting and relevant to the students.
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This Preventing SRGBV guide is intended to enable you to facilitate all 5 days of the course along with the classroom presentation and the participants’ workbook. It includes suggestions for talking points, guidance for activities, and say/do/tell
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cues and help for implementing activities. The ideal number of participants is 18-20 – less than that could mean the discussions are not meaningful enough and more than that might mean you are unable to help everyone express themselves.
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Its main objectives are: to explain the educational approach underlying the Guide; to explain how to teach pharmacotherapy with the Guide; to give
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practical advice on how to assess the students, the teachers and the course; and to assist in mobilizing support for problem-based pharmacotherapy teaching.
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Now that you have a basic understanding of COPD, you may have some
additional questions. In this 201 guide, we will move beyond the basics.
You will find information and resources for the treatment and management
of COPD, associated conditions, a
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nd even an action plan to help you avoid
exacerbations.
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Global Health. 2011 Apr 18;7:8. doi: 10.1186/1744-8603-7-8
Results: Currently, ‘new’health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term‘global health’. The lack of a
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common definition of this termcomplicates attempts to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of‘social determinants of health’and‘globalisation and health’and is oriented towards‘health for all’and‘health equity’. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.
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The document "COPD 101: Understanding the Basics" from the COPD Foundation provides foundational knowledge about chronic obstructive pulmonary disease (COPD). It explains what COPD is, common symptoms, risk factors, diagnosis methods, and treatment options, including medications and lifestyle change
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s. The guide emphasizes early diagnosis and management to help patients live healthier lives and prevent disease progression.
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The document "COPD 101: Understanding the Basics" from the COPD Foundation provides foundational knowledge about chronic obstructive pulmonary disease (COPD). It explains what COPD is, common symptoms, risk factors, diagnosis methods, and treatment options, including medications and lifestyle change
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s. The guide emphasizes early diagnosis and management to help patients live healthier lives and prevent disease progression.
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This purpose of this guide is to inform robust evaluations of the WHO training package – a package aimed at personnel whose primary role in health-care facilities is environmental cleaning, hereafter referred to as cleaners.
The WHO training pa
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ckage – Environmental cleaning and infection prevention and control in health-care facilities in low- and middle-income countries – was designed to improve the competencies of cleaners through a practical, educational approach for adult learners in low- and middle-income countries and comprises two volumes: trainer’s guide and modules and resources (1,2). An associated OpenWHO online course describes the essential preparations for trainers to deliver the WHO training package.
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Recommendations to develop guidelines on community-based rehabilitation (CBR) were made during the International Consultation to Review Community-based Rehabilitation which was held in Helsinki, Finland in 2003. WHO; the International Labour Organization; the United Nations
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Educational, Scientific and Cultural Organization; and the International Disability and Development Consortium – notably CBM, Handicap International, the Italian Association Amici di Raoul Follereau, Light for the World, the Norwegian Association of Disabled and Sightsavers – have worked closely together to develop the Community-based rehabilitation guidelines. More than 180 individuals and representatives of nearly 300 organizations, mostly from low-income and middle-income countries around the world, have been involved in their development.
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Жизнь в условиях пандемии COVID-19 - Пособие для родителей детей с особыми потребностями
recommended
Эти рекомендации нацелены на практические действия и призваны помочь всем семьям с особыми потребностями в их противодействии тяжёлому кризису, связанному с COVID-19
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.
Life in the times of Covid 19: a guide for parents of children with disabilities
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Adolescence is a critical stage in life for physical, cognitive and emotional development, shaping future health and well-being. Comprehensive measurement of adolescent health is essential to prioritize health issues, guide interventions and track p
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rogress. However, global, regional and national adolescent health measurement has historically been inconsistent and incomplete.
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Guide to the use of educational materials
Basic School Education 1st and 2nd cycle
La Guía didáctica está dirigida a los docentes del 1° y 2° Ciclo de la Educación escolar Básica, del cont
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exto indígena y tiene el propósito de brindar orientaciones metodológicas para el uso efectivo de materiales didácticos que contribuyan al desarrollo de las capacidades establecidas para este nivel.
Esta guía surge de la necesidad de contar con propuestas y orientaciones sencillas a fin de facilitar al docente la implementación de los materiales de manera flexible de manera que pueda adecuarse a cada pueblo indígena según su realidad cultural y lingüística.
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Disabled village children. 2nd edition
recommended
A guide for community health workers, rehabilitation workers, and families.
This manual covers identifying primary and secondary disabilities, developing skills for daily living, and working through behavior problems. The new 2018 edition feature
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s new topics, including mental and developmental disabilities, microcephaly and Zika, causes of birth defects and childhood disability, epilepsy and seizures, hearing loss and vision problems, HIV, leprosy, and more, and has updated information on polio, cerebral palsy, juvenile arthritis, muscular dystrophy, and medications.
Readers will find instructions on how to build six different wheelchairs using local resources; useful therapy techniques, such as making fun and educational toys; ideas for improving playground accessibility for all children; and low-cost rehabilitation aids and adaptations for home and community.
You can download chapter 4 for free. The complete book is available at Hesperian Book STore
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This guide includes sections dedicated to Lebanon, AUB and AUBMC. In addition to international and regional academic sources and articles, the guide includes webinars, reports, maps, videos, and a s
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ection for Faculty, Staff and Students highlighting the available online tools & resources to continue their respective tasks from home. Mental Health management and TeleHealth have been highlighted as well, in addition to a section for Open Educational Resources, one for information on the Vaccine as well as the effect of this outbreak on the Economy.
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The 'Mosquito Bite Prevention Poster – Kids' is an educational public health resource designed to teach children how to protect themselves from mosquito bites. Using clear, simple instructions and visual cues, the poster engages young audiences by
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emphasising practical prevention strategies, such as correctly applying insect repellent, wearing protective clothing and avoiding standing water where mosquitoes breed. This tool serves as a preventive guide for children and caregivers alike, encouraging health-conscious behaviours within the community.
Accessed on 27/08/2025.
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This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) and comprehensive abortion care (CAC) competencies,and the theory behind
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the approach. Specifically, the aim is for effective implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
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The EAPC White Paper addresses the issue of spiritual care education for all palliative care
professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and d
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ecision makers responsible for training and education; as well as national and local curricula development groups.
The EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different develop-ment stages of the palliative care services across the European region.
Conclusions: Better education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all
palliative care staff.
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