This guidance is intended to be used by programme managers following the decision to introduce human papillomavirus (HPV) virological testing as a screening assay in their national cervical cancer prevention and control programme. The guidance includes a step-by-step process to be followed after the... decision has been made to specifically introduce and/or scale-up HPV virological testing for screening, which would be followed up with adequate management within the context of cervical cancer prevention
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The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
Non-Wood Forest Products 11
Traditional medicine and its use of medicinal plants is dependent on reliable supply of plant materials. The book focuses on the interface between medicinal plant use and conservation of medicinal plants.
Accessed: 02.05.2020
These interim IPC recommendations for health settings have been developed through the contributions of many individuals and institutions, such as the Centers for Disease Control-Kenya; ITECH; US Agency for International Development (USAID) Medicines, Technologies, and Pharmaceu...tical Services (MTaPS) Program; and WHO that are committed to ensuring that the transmission of COVID-19 to HCWs and the public within the health care setting is limited. The Ministry of Health (MOH) through the Directorate of Health Standards Quality Assurance and Regulations wishes to thank all the contributing authors led by the sub-committee on case management and IPC for the COVID-19 response for their expertise and time given to writing these guidelines.
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This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)...; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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National Tuberclosis and
Leprosy Programme (NTLP)
November 3, 2009https://doi.org/10.1371/journal.pmed.1000176
PLoS Med 6(11): e1000176. https://doi.org/10.1371/journal.pmed.1000176
Psychiatry and Pediatrics
Chapter I.5
The recently published World Health Organization (WHO) Strengthening infection prevention and control in primary care document collates existing standards, measurement and implementation approaches, and resources for infection prevention and control (IPC) in primary care. During its development, it ...became apparent that a number of already existing tools and resources have the potential to support facility-level implementation of IPC in primary care.
This toolkit brings together in one place a number of these tools and resources from WHO and other organizations, with a focus on those most relevant to primary care. These tools and resources have been compiled to support facility-level implementation in line with the recommended WHO IPC Hub and Task Force multimodal approach.
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Guide des pratiques essentielles