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Publication Years
974
2254
340
18
1
Category
1463
287
270
171
171
89
12
2
Toolboxes
302
276
250
213
212
135
114
109
82
81
74
63
43
35
32
30
30
26
20
20
20
20
19
11
10
4
2
The report – the first of its kind – shows how the pandemic has driven up food insecurity and increased vulnerability among migrants, families reliant on remittances and communities forced from their homes by conflict, violence and disasters.
The two UN agencies warn the social and economic
...
toll of the pandemic could be devastating and call on the world to prevent it by stepping up support in response to immediate and rising humanitarian needs, addressing the socioeconomic impacts of the crisis and ensuring that the most vulnerable are not forgotten.
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Guidelines for social mobilization
TB and poverty; TB and children; TB and women; TB, migrants and refugees; TB and prisons
WHO/CDS/STB/2001.9
Original: English; Distribution: Limited
Human Rights, Minimum Standards and Monitoring at the European and International Levels
HIV/TB workplace policy and Implementation Strategy
The END TB Strategy
Towards a world free of tuberculosis
The study is based on in-depth, semi-structured qualitative interviews with 60 Syrians who arrived in Spain between 2015 and 2017.
Intimate Partner Violence and Interruption to Contraceptive Use
Kerry L.D. MacQuarrie, Lindsay Mallick & Sunita Kishor
Rockville, Maryland, USA: ICF International
(2016)
DHS Analytical Studies No. 57
Impact of Male Migration on Contraceptive Use, Unmet Need and Fertility in Nepal
Khanal M. N., Shrestha D.R., Panta P.D., and Mehata S.
Nepal Ministry of Health and Population, New ERA, and ICF International
(2013)
C2
Further analysis of the 2011 Nepal Demographic and Health Survey
Education of children with disabilities in India and Pakistan: An analysis of developments since 2000 | Background paper prepared for the Education for All Global Monitoring Report 2015 | Education for All 2000-2015: achievements and challenges
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati
...
ons at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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