Critical preparedness, readiness and response actions for COVID-19
Interim Guidance - 27 May 2021
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.
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Carried out by humanitarian and human rights actors in armed conflict and other situations of violence
This guideline (third edition) constitutes a set of minimum but essential standards aimed at ensuring that protection work is safe and effective. The standards reflect shared thinking and common ...agreement among humanitarian and human rights practitioners
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Nota INformatIva Nº 13/2020 - SE/GaB/SE/mS
September 2020
Joint United Nations Programme on HIV/AIDS
A learning resource for facilitators, parents, caregivers, and persons with cerebral palsy | Version 2 - Released November 2009
The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training courses.
- Module 1: Understanding the Basics: introduces the participants to the basics of CBDRR implementation of MRCS, general aspects of CBDRR in ...the context of Myanmar.
- Module 2: Implementing the Program: introduces the participants to the 9 CBDRR steps that are followed by MRCS when implementing community- and school-based programs and key points.
- Module 3: Ensuring Sustainability: introduces the participants to two aspects that are often forgotten when it comes to program implementation.
- Module 4: Being a Facilitator:introduces the participants to facilitation skills and some exercises are carried out that willhelp the participants to be a facilitator of the course themselves in the end.
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This publication provides managers with guidance on how to create basic HIV prevention cascades as a starting point to enhance their ability to monitor and improve their programming and to facilitate comparisons of programme effectiveness across sites.
Effective risk communication requires the alignment of complex factors including trust between the communicator and the audience(s), audience involvement, and emotional responses to risk. Risk communication is especially challenging now as new media changes the landscape for both
communicators and... their audiences. Viewed as a discussion of the most important findings for risk communicators and managers, this report delves into research-driven recommendations for effective risk communication practices.
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HIV & AIDS Treatment in Practice No. 198
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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A learning resource for facilitators, parents, caregivers, and persons with cerebral palsy | Version 1 - Released March 2008
Rethinking Health with Covid-19 Lessons and Challenges
Este e-book que integra estratégias de três Projetos PROADISUS (Lean nas Emergências, Reab pós-COVID-19 e Cuidados Paliativos) e expõe temas relevantes, relacionados à necessidade de retorno seguro de atividades hospitalares, em paralelo ...à crise que a pandemia ainda impõe a todos os serviços de saúde. Abordaremos estratégias para a reativação ou retomada de serviços hospitalares em paralelo à presença do SARS-CoV-2.
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