salud pública de méxico / vol. 50, suplemento 2 de 2008, pp.167-177.
In response to the emerging global concern regarding health and people with intellectual disabilities (ID), several developed countries have established national initiatives to
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address the unique health needs of this population segment. However, most people with ID reside in countries with developing economies, such as many Latin American countries, yet there is virtually no information on the health of people with ID in these regions. Countries with developing economies face distinct challenges in promoting health among this population segment that may preclude adoption or adaptation of policies and practices developed in regions with established economies. This paper will address the issue of health promotion among people with ID in Latin America, an area that is undergoing significant reforms in both health care and disability rights
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Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society through sports
Systematic Review Summary 4
COVID-19 has turned the world upside down. Everything has been impacted. How we live and interact with each other, how we work and communicate, how we move around
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and travel. Every aspect of our lives has been affected.
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The Early Childhood Development Policy and its Strategic Plan seek to provide a framework to ensure such a holistic and integrated approach to the development of young children. International resear
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ch has demonstrated the high economic returns on ECD investment and its positive impact on health and education outcomes as well as the overall economic development of a nation. The implementation of the ECD Policy will thus provide Rwanda with the basis for achieving the objectives and goals of the EDPRS and Vision 2020.
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Regular physical activity is proven to help prevent and treat noncommunicable diseases (NCDs) such as heart disease, stroke, diabetes and breast and
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colon cancer. It also helps to prevent hypertension, overweight and obesity and can improve mental health, quality of life
and well-being.
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This Joint Emergency Management Plan of the International Organizations (Joint Plan) describes the
interagency framework of preparedness for and response to an actual, potential or perceived nuclear or
radiological emer
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gency independent of whether it arises from an accident, natural disaster, negligence, nuclear
security event or any other cause.
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Checklist to support the reopening of schools and preparation for resurgences of COVID-19 or similar public health crises.
O objetivo desta lista de verificação é reforçar a conformidade e a adesão às medidas de saúde pública delineadas no
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documento recentemente atualizado Considerations for school-related public health measures in the context of COVID-19 [Considerações para medidas de saúde pública relacionadas a escolas no contexto da COVID-19], considerando-se principalmente as crianças menores de 18 anos em contextos educacionais e em escolas com recursos limitados. A lista de verificação foi elaborada de acordo com os princípios e as abordagens das escolas promotoras de saúde.7,8 Este documento destaca a importância da coordenação multinível (ou seja, nos níveis escolar, subnacional e nacional) e de abordagens participativas e cocriadas pelas várias partes interessadas (por exemplo, trabalhadores das escolas, professores, alunos e pais). Esta abordagem visa a otimizar o cumprimento das medidas sociais e de saúde pública baseadas nos contextos sociais e culturais, conforme descrito no documento Considerations for implementing and adjusting public health and social measures in the context of COVID-19 [Considerações para a implementação e ajuste de medidas sociais e de saúde pública no contexto da COVID-19].
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Application for Program Design in the Europe and Eurasia Region
This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children with disabilities. For those allowed to enroll, schools often lack reasonable accommod
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ations, such as modifications to the classroom environment and curricula or teaching methods to address children’s needs. Schools also require the families of children with disabilities to pay extra fees and expenses that in effect are discriminatory.
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The purpose of the PAS III is to guide Pakistan’s overall national response for HIV and AIDS through 2020, through focused interventions with set targets, costs, roles and responsibilities. The su
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ccessful implementation of PAS III involves multiple stakeholders to achieve priority outcomes outlined in the Strategy. The Strategy focuses on allocating limited resources to scale up high-impact, high-value interventions such as HTC and treatment to reduce AIDS related deaths and new HIV infections. Priorities in the PAS III have been identified to ensure maximum impact in reducing new infections, especially among key populations, improving treatment uptake and retention, and improving the quality of life of people living with HIV and AIDS in the context of limited financial and human resources.
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What school closures under COVID-19 mean for children and young people in
crisis-affected contexts
This report from Human Rights Watch found that South Africa has failed to guarantee the right to education for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrollment decisi
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ons. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities. Human Rights Watch August 2015
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In response to COVID-19, countries around the world have implemented several public health and social measures (PHSM), such as movement restrictions, closure of schools and businesses,
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and international travel restrictions.1 As the local epidemiology of the disease changes, countries will adjust (i.e. loosen or reinstate) these measures according to the intensity of transmission.
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Food and nutrition security in the Democratic Republic of the Congo is subject to the relentless impact of conflict, epidemics and climate events that have persisted in the country for decades, furt
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her compounded by the global COVID-19 pandemic. Lack of infrastructure and investment in agriculture, health and human capital development combine to impede progress towards the achievement of Sustainable Development Goals 2 and 17. While there are several legal instruments and policies that promote food and nutrition security, poor coordination, weak national capacity and exponential population growth present serious obstacles to the achievement of zero hunger. Political instability and siloed sectoral responses to humanitarian and development needs have also affected results to date.
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The progressive development of peoples is an object of deep interest and concern to the Church. This is particularly true in the case of those peoples who are trying to escape the ravages of hunger, poverty, endemic disease
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and ignorance; of those who are seeking a larger share in the benefits of civilization and a more active improvement of their human qualities; of those who are consciously striving for fuller growth.
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This document seeks to help health communication professionals working on the topic of immunization more effectively communicate about Events Supposedly Attributed to Vaccination and Immunization (ESAVI) by building trust in National Immunization Pr
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ograms, understanding risk perceptions related to vaccination, and responding to false information related to vaccination. It includes practical dos and don’ts regarding risk communication and community engagement processes and principles, messaging, risk perceptions, handling false information, collaborating with partners, and pharmacovigilance, as well as real-world examples.
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A practical toolkit for young people who are passionate about advancing HIV and sexual and reproductive health and rights through national advocacy
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in the post-2015 agenda.
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Teaching the Sustainable Development Goals” provides information about the SDGs, their background, the global reality and offers assistance and suggestions on how to teach
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and support learning for sustainable development.
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