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Textbooks for Sustainable Development - A guide to embedding
United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP)
(2017)
This valuable and timely guidebook represents an innovative contribution to enhancing quality education through textbooks. It will change the way textbook authors, publishers and educators, as well as governments of the United Nations Member States, see the poten
...
tial of educational media at a time of growing violent extremism, changing notions of national identity, increasingly globalized and diverse communities, and environmental destruction. The need for education that promotes peace, social justice and global citizenship has become more urgent in a world of greater uncertainty. This guidebook builds on the momentum of Agenda 2030, providing a toolkit to enable textbook authors to place ESD at the core of their subjects in ways that are at once practical for them and interesting and relevant to the students.
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PLoSONE 14(9):e0223104.https://doi.org/10.1371/journal.pone.0223104.
The survey centering on reasons behind community resistance was conducted in Butembo in November during a time of Ebola transmission. A researcher from Catholic University of Graben in Butembo and collaborators at the University o
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f Alberta in Edmonton published their findings on Sep 26 in PLOS One.
To spark focus group discussions, the researchers used an 18-item questionnaire based on similar ones used during West Africa's outbreak in Guinea, where community resistance and episodes of violence also complicated the outbreak response.
Participants were a convenience sample of 670 adults from the region who were recruited by medical students at Catholic University of Graben. Those surveyed included clinicians, community members, and displaced persons.
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WHO Information Series on School Health
World Health Organization (WHO); Unicef; Education International ; et al.
World Health Organization (WHO); Unicef; Education International ; et al.
(2004)
C_WHO
Teachers' Exercise Book for HIV Prevention
Document 6.1
This booklet contains all the participatory learning experiences that are included in the Training and Resource Manual on School Health and HIV and AIDS Prevention. It is to be given to all teachers who receive training as part of the EI/WH
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O School Health and HIV Prevention Project. Other groups may wish to copy and use the materials in this document to help adults and students prevent HIV infection and related discrimination.
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What you should do as head of school or child centre to prevent cholera:
Educate all staff and pupils on the common cholera transmission routes and how to prevent it.
Educate all kitchen staff on how to handle food and cooking utensils. Emphasis the key points below:
o All kitchen staff MUST wa
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sh their hands with soap and chlorine solution before cooking or handling food.
o All food should be properly stored to prevent contamination from insects etc.
o Wash all food in safe water.
o All food served should be properly cooked, and served hot.
o Only allow kitchen staff to enter the kitchen and to serve food.
o Wash dishes with soap or chlorine solution and rinse under safe water. Dry dishes on a rack well above the ground and in the direct sunlight (sunlight will help to disinfect).
All students should wash their hands with soap and safe water or chlorine solution before eating
Avoid washing your hands in a bowl of standing water, always use safe, running water!
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Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the Caribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in
...
Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
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Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the Caribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in
...
Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
more
COVID-19 has triggered the deepest global recession since the 1930s. Extreme poverty has risen for the first time in 22 years, and unemployment has increased dramatically. Women and young people aged 15 – 29 working in the informal sector are being hit the hardest. School closures have affected 91
...
per cent of students worldwide.
Political conflicts are more intense and taking a heavy toll on civilians, disproportionately affecting children. Women and girls are at increased risk of conflict-related sexual violence. Attacks against aid and health workers persist. For the ninth consecutive year, more than 90 per cent of casualties from explosive weapons in populated areas were civilians.
The last decade saw the highest-ever number of people internally displaced by conflict and violence, with many locked in a state of protracted displacement. There are an estimated 51 million new and existing IDPs, and the number of refugees has doubled to 20 million.
more
COVID-19 has triggered the deepest global recession since the 1930s. Extreme poverty has risen for the first time in 22 years, and unemployment has increased dramatically. Women and young people aged 15 – 29 working in the informal sector are being hit the hardest. School closures have affected 91
...
per cent of students worldwide.
Political conflicts are more intense and taking a heavy toll on civilians, disproportionately affecting children. Women and girls are at increased risk of conflict-related sexual violence. Attacks against aid and health workers persist. For the ninth consecutive year, more than 90 per cent of casualties from explosive weapons in populated areas were civilians.
The last decade saw the highest-ever number of people internally displaced by conflict and violence, with many locked in a state of protracted displacement. There are an estimated 51 million new and existing IDPs, and the number of refugees has doubled to 20 million.
more
COVID-19 has triggered the deepest global recession since the 1930s. Extreme poverty has risen for the first time in 22 years, and unemployment has increased dramatically. Women and young people aged 15 – 29 working in the informal sector are being hit the hardest. School closures have affected 91
...
per cent of students worldwide.
Political conflicts are more intense and taking a heavy toll on civilians, disproportionately affecting children. Women and girls are at increased risk of conflict-related sexual violence. Attacks against aid and health workers persist. For the ninth consecutive year, more than 90 per cent of casualties from explosive weapons in populated areas were civilians.
The last decade saw the highest-ever number of people internally displaced by conflict and violence, with many locked in a state of protracted displacement. There are an estimated 51 million new and existing IDPs, and the number of refugees has doubled to 20 million.
more
January 2021. Save the Children urges governments and donors to take five urgent steps to ensure that children who were in school prior to COVID-19 closures can safely return:
Financial support for the world’s poorest families, so they can send their children to school and keep them healthy;
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Catch-up classes for students who re-enter the formal education system;
Water, sanitation and hygiene facilities in schools, to make them COVID-19 safe for students, teachers and their families;
National back to school communications campaigns to inform communities that it is safe for children to return;
Effective training for teachers to keep everyone safe during the COVID-19 pandemic.
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This guide includes sections dedicated to Lebanon, AUB and AUBMC. In addition to international and regional academic sources and articles, the guide includes webinars, reports, maps, videos, and a section for Faculty, Staff and Students highlighting
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the available online tools & resources to continue their respective tasks from home. Mental Health management and TeleHealth have been highlighted as well, in addition to a section for Open Educational Resources, one for information on the Vaccine as well as the effect of this outbreak on the Economy.
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That’s what Nurses International is all about. We’re non-profit and entirely focused on helping nurses obtain the education and the support they need to make a difference in developing nations worldwide.
We connect colleges and institutions with experts who can take their nursing programs to
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the next level. We help establish new nursing programs where they’re needed most. And we eliminate the barriers that stand between students and education.
accessed 30.07.2021
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This guidance document is meant to support practitioners working in disaster prone contexts to develop and implement more effective integrated resilience programming. It promotes programming that cuts across different fields of work like rights awareness, food security, emergency preparedness, livel
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ihoods, education, health etc. whilst at the same time encouraging us to work simultaneously at the individual, household, community and national level. It includes specific recommendations for developing resilience programming for communities prone to floods, cyclone, drought and earthquakes. It also includes recommendations to develop safe school programming to help reduce the impact of disasters on school infrastructure, ensure education continuity and build the resilience of students, teachers and their families.
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COVID-19 vaccine hesitancy is currently one of the main obstacles to worldwide herd immunity and socioeconomic recovery. Because vaccine coverage can vary between and within countries, it is important
to identify sources of variation so that policies can be tailored to different population groups.
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In this paper, we analyze the results from a survey designed and implemented in order to identify early adopters and
laggers in six big cities of Latin America. We find that trust in government and science, accurate knowledge about the value of vaccination and vaccine effects, perceived risk of getting sick, and being a student
increase the odds to get vaccinated. We also identify potential laggers as women and populations between 20 and 35 years old who are not students. We discuss specific strategies to promote vaccination among
these populations groups as well as more general strategies designed to gain trust. These findings are specific to the context of Latin America insofar as the underlying factors associated with the choice to be
vaccinated vary significantly by location and in relation to individual-level factors.
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The course is aimed at those designing, implementing and evaluating strategies to address AMR. For example, the course would be relevant for members of National Action Plan committees, policy and practice professionals who are required to address and support AMR initiatives, mid-career scientists an
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d postgraduate students, and clinicians who would benefit from an understanding of the public health importance of AMR and actions to tackle the problem. The course will have a specific focus on AMR in low- and middle-income countries. Applicants should have a good command of English, as all teaching will be in English.
more
AHRO Reviews of Nursing
recommended
AHRO Reviews of Nursing is an international open-access journal that promotes the dissemination of quality knowledge in all aspects of nursing practice
The AHRO Review of Nursing (ARN) is an international, open-access, peer reviewed, scientific journal that seeks to promote the dissemination of q
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uality knowledge related to all spheres of nursing practice. The primary aim is to promote a high standard of clinically related scholarship which advances and supports the practice and discipline of nursing. The Journal also aims to promote the international exchange of ideas and experience that draws from the different cultures in which practice takes place. Further, ARN seeks to enrich insight into clinical need and the implications for nursing intervention and models of service delivery. Emphasis is placed on promoting critical debate on the art and science of nursing practice.
ARN is essential reading for anyone involved in nursing practice, whether clinicians, researchers, educators, managers, policy makers, or students. The development of clinical practice and the changing patterns of inter-professional working are also central to ARN's scope of interest. Contributions are welcomed from other health professionals on issues that have a direct impact on nursing practice.
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the Planetary Health Alliance issued a call for planetary health case studies to strengthen and expand the field of planetary health by shining a light on cross-sectoral solutions that optimize human health in the face of anthropogenic environmental change. After receiving submissions and proposals
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from organizations and institutions worldwide, ten diverse case studies were chosen to create a cohesive anthology of examples ranging in thematic area, problem-solving approach, ecosystem characteristics, and geographic region. Our freelance Case Study Writer, Hilary Duff, traveled the world in 2018-2019 conducting interviews with stakeholders and organization leads to build this anthology of planetary health stories. These cases invite students to reflect on the pressing realities of people living in vulnerability, the complex connections between people and planet, and how the anthropogenic acts of one generation can reverberate through the next.
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This video "Buruli Ulcer Disease: Intro to the Module" is part of a multimedia-based module by Richard Phillips, Stephen Sarfo, Emmanuel Adu, Veronica Owusu-Afriyie, and Cary Engleberg (University of Michigan). The Buruli ulcer disease is due to infection by Mycobacterium ulcerans. This programme de
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scribes the basic pathophysiology of the disease, the typical clinical presentations, and the management of cases with complicated features. The program should be informative for both medical students and practitioners who wish to increase their knowledge about this serious tropical disease.
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What are the FP and CAC competencies?
Through the clear articulation of the family planning and comprehensive abortion care (FP and CAC) competencies for the primary health care workforce, the aim is to advance improvements in FP and CAC service delivery by aligning health worker education approach
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es with population health needs and health system demands.
This document, which describes these competencies in detail, is intended to:
be a foundational tool to be adopted and adapted by educators and regulators for FP and CAC providers (students) with a pre-service training pathway of at least 12 months;
describe competencies that are relevant to current and future health practice;
enable widespread use of the competencies not only for curriculum development for pre-service education, but also for in-service education, regulation, qualifications, quality assurance, personal development, performance evaluation, recruitment, management and career progression;
focus on the core functions of FP and CAC providers within broader efforts towards achieving universal health coverage
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This Handbook is primarily for educators, to help them learn about mental health issues and better support them in educational environments. The Handbook aims to provide training to teachers, administrators, and people involved in the education of primary school children about the implementation of
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mental health literacy into daily school life. Such knowledge, skills and attitudes will equip all levels of educators with key tools to support student mental health, manage difficult classroom behavior, and promote students’ wellbeing and academic success.
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