The COVID-19 pandemic led to school closures around the world, affecting almost 1.6 billion students. The effects of even short disruptions in a child’s schooling on their learning and well-being have been shown to be acute and long lasting. The capacities of education systems to respond to the cr...isis by delivering remote learning and support to children and families have been diverse yet uneven.
This report reviews the emerging evidence on remote learning throughout the global school closures during the COVID-19 pandemic to help guide decision-makers to build more effective, sustainable, and resilient education systems for current and future crises.
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This toolkit has been written to empower health workers in resource-poor settings to integrate palliative care into the work they are doing by grafting the missing elements of care onto what is already in place. The WHPCA, Hospice UK and Palliative Care Works have led this updating of the Palliative... Care Toolkit published in 2008 to reflect new knowledge and practice
The Manual is available in various languages: English, Swahili, Bengali, French, Georgian, Portuguese, Spanish, Vietnamese, Russian,
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English Analysis on World and 3 other countries about Agriculture, Climate Change and Environment, Drought, Flood and more; published on 22 Oct 2021 by Action Against Hunger
Tracking progress on food and agriculture-related SDG indicators 2021 -
Food and Agriculture Organization of the United Nations
An IPCC Special Report on climate change, desertification,
land degradation, sustainable land management, food security,
and greenhouse gas fluxes in terrestrial ecosystems.
The strategy recommends that AU Member States should enhance, where feasible, existing COVID-19 surveillance to include:
Community-based surveillance to detect symptomatic cases early for treatment and to avert viral transmission;
Sentinel surveillance in high-risk populations to detect ...and track both presymptomatic and asymptomatic cases; and
Wastewater surveillance to monitor early environmental signs of virus transmission and identify communities where targeted interventions can be implemented to decrease transmission.
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New funding requirements: CHF 2.8 billion IFRC-wide of which CHF 670 million is channelled through the IFRC Emergency Appeal in support of National Societies
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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Training Manual and Reference Guide
European Journal of Biomedical and Pharmaceutical Sciences, vol.3 (2016) 1, 192-206
This review shows that if all sub areas of pharmaceutical waste management can efficiently work back to back environmental pollution and dangers to human health can reduce significantly.
European Journal of Biomedical and Pharmaceutical Sciences, vol.3 (2016) 1, 192-206
This review shows that if all sub areas of pharmaceutical waste management can efficiently work back to back environmental pollution and dangers to human health can reduce significantly.