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Following the declaration of the 9th Ebola Disease Outbreak (EVD) on 8 May 2018 by the Democratic Republic of Congo (DRC) Ministry
...
of Health, the WHO has raised the alert for neighbouring countries of the Democratic Republic of the Congo (DRC) which share extensive borders, hosting DRC refugees and are used as corridors for DRC population movement. On 1 August 2018, just one week after the declaration of the end of the Ebola outbreak in Equator province, the 10th Ebola epidemic of the DRC was declared in the provinces of North Kivu and Ituri, which are among the most populated provinces in the DRC that also share borders with Uganda and Rwanda.
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Strengthening resource tracking and monitorig health expanditure
Standard Treatment Guideline
Disability, CBR & Inclusive Development, Vol.25 (2014) pp.72-81
This article highlights some lessons about the strategy of community-based inclusive education, drawn from different progra
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mmes in Latin America.
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you can find all 14 Technical Booklets on Inclusive Education, produced by UNICEF, in ENGLISH. Other versions can be found on the website https://www.ded4inclusion.com/inclusive-education-resources-
...
free/unicef-inclusive-education-booklets-and-webinars-english-version. Each Technical Booklet (and companion webinar) introduces a sub-theme of particular interest within Inclusive Education, and each was written by an expert, and peer-reviewed widely
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A comprehensive briefing by Half of Syria
April 2020
A comprehensive briefing on the critical challenges of the COVID-19 pandemic to Syrians, as reported by Syrian civil society organisations. T
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hese challenges have been collated following extensive interviews with the teams of member and partner organisations working in the field in various sectors: health, child care, education, women’s empowerment, media and culture, research, human rights and accountability, relief and social services, and local governance.
This comprehensive briefing also include concrete recommendations formulated by the Syrian civil society.
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The main aim of this paper is to present the current situation of children with disabilities in the Republic of Namibia, with special regard to the
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ir educational chances and influence of cultural beliefs on their lives. Namibia has a law, which entitles education for all its citizens. Despite numerous legislative acts which should have increased the educational chances of Namibian children with disabilities, their real situation is completely different and depends on various factors, including the infrastructure of the schools, teacher competencies, their attitudes towards students, the small number of special and integrated schools as well as an insufficient amount of money transferred for the education of the children. The paper discusses all of the above factors and provides practical implications, which would improve the situation of children with disabilities in Namibia.
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Moving from accelerated burden reduction to malaria elimination in Zambia
Lack of trained providers capable of identifying which labouring women could benefit from assisted vaginal birth (AVB), and of safely performing th
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e procedure is a major barrier for its use. Education and training are, therefore, considered crucial for building skills and confidence in conducting AVB and there is evidence that it would be welcomed by healthcare providers. However, acquiring and maintaining AVB skills is a complex task that requires a supportive environment, mentorship, supervision and accountability. As with other practices to manage infrequent procedures and complications, continuous education and on-site supervision are essential to ensure the safe and sustainable use of AVB.
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