La presente guía tiene además como objetivo, ser un respaldo y no una camisa de fuerza para los médicos, pues pretendemos con ella proveer evidencia sólida respecto a los riesgos, beneficios o consecuencias que puede generar la toma de una decisión en pacientes con tuberculosis. Como lo propone... el Ministerio Nacional de Salud en sus normas técnicas, se busca un manejo integral del niño con tuberculosis pulmonar, asegurando la oportunidad, la eficiencia y la calidad de la atención.
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WHO Technical Report Series, No. 908, 2003, Annex 9. This guide is intended for those involved in the storage, transportation and distribution of pharmaceuticals. It describes the special measures considered appropriate for the storage and transportation of pharmaceuticals.
Guiding Principles and Recommendations
Stop TB Communicable Diseases
"The aim of this book remains as for the first edition, namely to provide an initial point of ready
reference for the identification of hazards and precautions for dangerous chemicals. It is targeted
not only at those in the chemical and process industries, but also anyone likely to work with
che...micals within industry and in the service sector, e.g. hospitals, universities, research laboratories,
engineering, agriculture, etc. "
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…voices of persons with disabilities - Part 1
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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