This paper presents lessons learned from previous flood responses in developing countries, based on a structured review of the literature. It is intended for people working in relief and recovery operations who have to decide if, when and how to intervene after a flood.
tep 1 Competencies have been designed to provide staff with the core skills required to care for a critically ill patient safely, whilst under supervision. It is expected that Step 1 competencies will be completed prior to commencing an academic critical care programme.
Steps 2 & 3 Competencies hav...e been designed to further develop your essential critical care skills and will require enhanced theoretical knowledge to underpin your practice. It is anticipated that Steps 2 & 3 competencies will be undertaken whilst undertaking an academic critical care programme.
Step 4 Competencies have been designed to provide staff with the core skills required to take charge in a critical care unit; building management and leadership capability into your professional development, to demonstrate safe and effective coordination and prioritisation of unit workload, workforce and resources.
You can downlaod any of the Steps Competency Documents from this link
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orientaciones provisionales, 23 de abril de 2020
The Sphere Handbook is the oldest initiative in the field of humanitarian standards. It has been field-tested over twenty years and regularly updated to ensure it remains fit for purpose in a changing world. What does not change is its rights-based foundations: people have the right to assistance, ...the right to life with dignity, the right to protection and security, and the right to fully participate in decisions related to their own recovery
A New Version in English and French was published in 2018
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A resposta a um surto de cólera focaliza geralmente os aspectos médicos que são importantes para reduzir a mortalidade. Contudo, há necessidade de uma resposta mais abrangente para limitar a propagação da doença. Como a resposta a surtos é geralmente dirigida por profi ssionais médicos, pod...e haver tendência para negligenciar outros aspectos, tais como problemas ambientais ou de comunicação.
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Trabajando con grupos de madres y padres – un recurso de capacitación para facilitadores, madres y padres, cuidadores, y personas con parálisis cerebral
orientations provisoires, première publication : 8 janvier 2021, mise à jour : 15 juin 2021, mise à jour : 19 novembre 2021, mise à jour : 21 janvier 2022
The building damage assessment, conducted between March 2010 and February 2011 by the Government of Haiti and the United Nations system, showed that more than 400,000 buildings were damaged or destroyed, of which approximately 218,000 could be occupied without repairs (green category), 105,000 were ...damaged but could be repaired (yellow category), and 80,000 were severely damaged and remained uninhabitable (red category).
The destruction of buildings and infrastructure generated a huge amount of debris, estimated at 10 million cubic meters, blocking streets and land in affected areas. In the absence of a national debris management strategy, debris could, thus, be cleared and disposed of in an uncontrolled manner, hindering relief, recovery and reconstruction activities.
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E-book Project Reab Post-Covid
O projeto Reab pós-Covid-19 foi elaborado em parceria entre Ministério da Saúde, Conselho Nacional de Secretários de Saúde (CONASS), Conselho Nacional de Secretarias Municipais de Saúde (Conasems) e o SírioLibanês. Uma das ações desenvolvidas foi a elaboraç...ão do material apresentado a seguir. Por meio dele buscamos facilitar a difusão do conhecimento sobre o tema e o que há de oficial no Brasil sobre o assunto de maneira prática, objetiva e compatível com a realidade do SUS.
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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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