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A companion to the Child Friendly Schools Manual
WASH in Schools aims to improve the health and learning performance of school-aged children – and, by extension, that of their families – by reducing the incidence of water and sanitation-related diseases. Every child friendly school r ... equires appropriate WASH initiatives that keep the school environment clean and free of smells and inhibit the transmission of harmful bacteria, viruses and parasites. more
WASH in Schools aims to improve the health and learning performance of school-aged children – and, by extension, that of their families – by reducing the incidence of water and sanitation-related diseases. Every child friendly school r ... equires appropriate WASH initiatives that keep the school environment clean and free of smells and inhibit the transmission of harmful bacteria, viruses and parasites. more
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. more
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. more
This assessment is the first of its kind to be conducted in the south-eastern region of Myanmar. It is an important contribution to ensuring the full inclusion of women and children in Myanmar’s political, social, and cultural systems, with a specific focus on the issue of gender-based violence (G
...
BV) and its impact on these groups in south-eastern Myanmar. The United Nations Population Fund (UNFPA) is grateful for the participation of women, men, boys and girls from Mon, Kayin and Kayah States for sharing their views and experiences during the study.
more
Full eHandbook under: http://www.msh.org/resources/health-systems-in-action-an-ehandbook-for-leaders-and-managers
Effective supply management has the potential to make a powerful contribution to the reliable availability of essential medicines, which are a crucial part of the delivery of highqualit
...
y health care services. Because medicines are costly and poor management so often results in waste, good supply management is also crucial to the cost-effectiveness of providing medicines.
more
DHS Working Paper No. 136
A total of 1,222 children age 6-23 months were included in this analysis. Twenty percent of children were stunted and 43% were moderately anemic. Regarding IYCF practices, only 16% of children received a minimum acceptable diet, 25% received diverse food groups, 58% were ... fed with minimum meal frequency, 85% currently breastfed, and 59% consumed iron-rich foods. Breastfeeding reduced the odds of being stunted. By background characteristics, male sex, perceived small birth size, children of short stature, and children of working mother were significant predictors of stunting. Iron-rich food consumption was inversely associated with moderate anemia. Among covariates, male sex and maternal anemia were also significant predictors of moderate anemia among children age 6-23 months.
The study concluded that stunting and anemia among young children in Myanmar are major public health challenges that need urgent action. more
A total of 1,222 children age 6-23 months were included in this analysis. Twenty percent of children were stunted and 43% were moderately anemic. Regarding IYCF practices, only 16% of children received a minimum acceptable diet, 25% received diverse food groups, 58% were ... fed with minimum meal frequency, 85% currently breastfed, and 59% consumed iron-rich foods. Breastfeeding reduced the odds of being stunted. By background characteristics, male sex, perceived small birth size, children of short stature, and children of working mother were significant predictors of stunting. Iron-rich food consumption was inversely associated with moderate anemia. Among covariates, male sex and maternal anemia were also significant predictors of moderate anemia among children age 6-23 months.
The study concluded that stunting and anemia among young children in Myanmar are major public health challenges that need urgent action. more
This document was prepared in response to a need to review and potentially update the current recommendations for the antibiotic treatment of both inpatient and outpatient management of severe acute malnutrition (SAM). The current recommendations (Table 1) are based on guidelines published in 2013 i
...
n the WHO Pocketbook for Hospital Care for Children, and the 2013 update on SAM (outpatient management). The global threat of increasing antimicrobial resistance and new data on efficacy and safety profiles requires a re-review of the current evidence to ensure recommendations are the most appropriate. The evidence base for the use of antibiotics in children presenting with uncomplicated SAM has been recently enlarged.
more
This is a report from a National, representative household survey carried out in Swaziland in 2009 – 2010. A large amount of effort has been put into this two‐year exercise until finally we can present the results of the combined efforts. First of all, this is a credit to the Federation of Disab
...
led People in Swaziland (FODSWA): To the Management Committee headed by Ms. Buyie Masuku for being in control of the whole process, and to the Project Co‐ordinator Mr. Bhekie Jele who for the most of the study handled all aspects in this comprehensive and complex process. Mr Yusman B Kamaleri from SINTEF played an important role in supporting FODSWA during the implementation of the study.
more
STUDY REPORT | This study of the impact of the Nepal earthquake of 25 April, 2015, aims to understand the impact factors leading to the exclusion of older people and persons with disabilities from humanitarian action, barriers to their inclusion, and the extent to which their skills and knowledge we
...
re utilised to promote inclusive humanitarian action and, using this understanding, to formulate a set of recommendations for promoting inclusion. These recommendations will be used to sensitise the broader humanitarian community to the need for inclusive disaster risk management practices in future emergency responses which pay attention to factors such as gender, age, disability and ethnicity, and build upon the capacities of older people and persons with disabilities.
more
This document contains: The systematic reviews and GRADE assessments used at the Index-TB Guideline Panel in July 2015; The Evidence to Decision tables that record the Panel’s assessment and recommendations from
this meeting
This report presents an overview of the transition process in Azerbaijan, some sustainability aspects and challenges stemming from donor withdrawal from TB-related activities, along with recommendations on how to overcome transition-related difficulties and ensure sustainability.
Overview
Learning objectives
• Promote respect and dignity for children and adolescents with mental and behavioural
disorders.
• Know common presentations of children and adolescents with mental and behavioural
disorders.
• Know assessment principles of child and adolescents with mental
...
and behavioural
disorders.
• Know management principles of child and adolescents with mental and behavioural
disorders.
• Use effective communication skills in interactions with children and adolescents with
mental and behavioural disorders.
• Perform an assessment for children and adolescents with mental and behavioural
disorders.
• Assess and manage physical conditions of children with mental and behavioural
disorders.
• Provide psychosocial interventions to children and adolescents with mental and
behavioural disorders and their carers.
• Deliver pharmacological interventions as needed and appropriate to children and
adolescents with mental and behavioural disorders.
• Plan and perform follow-up for children and adolescents with mental and behavioural
disorders.
• Refer to specialists and link children and adolescents with mental and behavioural
disorders with outside agencies where available.
more
Production de la solution hydro-alcoolique - Manuel du formateur
Selon l’Organisation Mondiale de la Santé; Hôpitaux universitaires de Genève; Pharm-Ed
Selon l’Organisation Mondiale de la Santé; Hôpitaux universitaires de Genève; Pharm-Ed
(2016)
C2
GMS Zeitschrift für MedizinischeAusbildung 2015, Vol. 32(5),ISSN 1860-3572
Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meani
...
ng of “internationalizing” medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: Schwerpunktcurriculum Global Health, short: SPC) at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum
more
Despite growing evidence on the impact of psychosocial support interventions, there is an urgent need for a stronger evidence base on approaches that effectively support children affected by armed conflict. To contribute to this evidence base, and building on a pilot study conducted in Uganda in 200
...
9, War Child conducted an exploratory outcome evaluation of its psychosocial support intervention ‘I DEAL’ in South Sudan and Colombia in 2012. The objective of the evaluation was to explore the outcomes that I DEAL achieves for children and the factors that influence the achievement of those outcomes to further inform and strengthen the intervention
more
Оценка потребностей и ресурсов в области охраны психического здоровья и психосоциальной поддержки
recommended
Данный документ предназначен в первую очередь для работников здравоохранения. Поскольку социальные детерминанты нарушений психического здоровья и психосоциаль
...
ых проблем относятся ко многим различным секторам, каждый второй инструмент из предложенного набора охватывает вопросы оценки ОПЗПП, актуальные не только для здравоохранения, но и для других секторов. Настоящий документ призван помочь вам в сборе необходимой информации для того, чтобы оказывать более действенную поддержку людям, пострадавшим от гуманитарных кризисов.
Assessing mental health and psychosocial needs and resources: toolkit for humanitarian setting
more
Disorders due to substance use - mhGAP Training of Health-care Providers Training manual Supporting material
World Health Organization
(2019)
C_WHO
Accessed: 21.03.2019
Au cours des trente dernières années, la mortalité des enfants de moins de cinq ans a chuté de près de 60 % au niveau mondial
Overview
Learning objectives
• Promote respect and dignity for people with other significant mental health complaints.
• Know the common presentation of other significant mental health complaints.
• Know the assessment principles of other significant mental health complaints.
• Know the
...
management principles of other significant mental health complaints.
• Perform an assessment for other significant mental health complaints.
• Use effective communication skills in interaction with people with other significant
mental health complaints.
• Assess and manage physical health in other significant mental health complaints.
• Provide psychosocial interventions to persons with other significant mental health
complaints and their carers.
• Know there are no specific pharmacological interventions for other significant mental
health complaints.
• Plan and perform follow-up for other significant mental health complaints.
• Refer to specialists and links with outside services for other significant mental health
complaints where appropriate and available.
more
Overview
Learning objectives
• Promote respect and dignity for people with psychoses.
• Name common presentations of psychoses.
• Name assessment principles of psychoses.
• Name management principles of psychoses.
• Perform an assessment for psychoses.
• Use effective communicatio
...
n skills when interacting with a person psychoses.
• Assess and manage physical health concerns in psychoses.
• Assess and manage emergency presentations of psychoses.
• Provide psychosocial interventions to persons with psychoses and their carers.
• Deliver pharmacological interventions as needed and appropriate in psychoses
considering special populations.
• Plan and performs follow-up sessions for people with psychoses.
• Refer to specialist and links with outside agencies for psychoses as appropriate and
available.
more
