Building the competence and confidence of nurse and midwife educators
ICAP Nurse Capacity Initiative offers its Campus to Clinic Curriculum to empower nursing educators and mentors with a new area of expertise. It opens the door to teach in new ways with confidence. It can be adapted to different c...ommunities, cultures, and countries
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Prepared as an outcome of ICMR Subcommittee on Buccal Mucosa Cancer | This consensus document on management of Buccal Mucosa cancers summarizes the modalities of treatment including the site-specific anti-cancer therapies, supportive and palliative care and molecular markers and research questions. ...It also interweaves clinical, biochemical and epidemiological studies.
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ACAPS Primary Data Collection report: November 2015.
This report reflects the views and voices of 53 university students in Sierra Leone and results from a focus group discussion held at the Geography Department, at Fourah Bay College, University of Sierra Leone, Freetown, on 20 October 2015. As th...e response moves towards recovery and long-term development planning, the perceptions of the younger generation on the crisis highlight their priorities for the future.
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This study looks at commitments made at the World Humanitarian Summit (WHS) under the Grand Bargain and provides an overview of good practices on localisation approaches, provides a number of case studies from the regional response and makes recommendations on how to further strengthen leadership an...d participation of national and local actors within the response to the Syria crisis.
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Progress in Palliative Care, 20:2, 63-65, DOI: https://doi.org/10.1179/0969926012Z.00000000028
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Stories of how people in Georgia, Laos, Sri Lanka, Tajikistan and Vietnam made inclusive development happen in their societies. It contains significant experiences andlessons learnt about the practice of inclusive development for a wide range of excluded or marginalised groups, useful for policy-mak...ers, programme designers, local authorities, development practitioners and community leaders alike.
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African Journal of Emergency Medicine
Volume 11, Issue 1, March 2021, Pages 132-139
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regar...dless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy". Available in different languages: English, French, Arabic, Azerbajani, Bangla, Indonesia, Bosnian, Coratian, Serbian, Burmese, Chinese, Dari, Japanese, Nepali, Pashto, Portugese, Russian, Spanish, Turkish, Urdu, Vietnamese
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Johnson CC et al. Journal of the International AIDS Society 2017, 20:21594 http://www.jiasociety.org/index.php/jias/article/view/21594 | https://doi.org/10.7448/IAS.20.1.21594
PLoS ONE 9(1): e87262. doi:10.1371/journal.pone.0087262
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
The Joint Response Plan sets out a comprehensive programme shaped around three strategic objectives – deliver protection, provide life-saving assistance and foster social cohesion. The Plan covers all humanitarian sectors and addresses key cross-cutting issues, including protection and gender main...streaming. The Plan will also strengthen emergency preparedness and response for weather-related risks and natural disasters, with a focus on community
engagement.
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