Services, Identified needs and recommendations following the April and May 2015 Earthquakes in Nepal
Mugisha et al. Int J Ment Health Syst (2017) 11:7 DOI 10.1186/s13033-016-0114-2
The guidelines are presented in the form of the following chapters:
Chapter 1: Floods status and context
Chapter 2: Institutional framework and
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financial arrangements
Chapter 3: Flood prevention, preparedness and mitigation
Chapter 4: Flood forecasting and warning in India
Chapter 5: Dams, reservoirs and other water shortages
Chapter 6: Regulation and enforcement
Chapter 7: Capacity development
Chapter 8: Flood response
Chapter 9: Implementation of guidelines: preparation of flood management plans
Chapter 10: Summary of action points
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The COVID-19 pandemic is having far reaching impacts, well beyond the health crisis and needs, with the most severe impacts experienced in the poorest countries
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and those most vulnerable to humanitarian crises including natural disasters, such as Nepal.
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People with mental disorders in low-income countries are at risk of being left behind during efforts to expand universal health coverage. Aim is to propose context-relevant strategies for moving tow
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ards universal health coverage for people with mental disorders in Ethiopia.
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Revision for Field Review
Online version of the manual: https://iawgfieldmanual.com/manual
Globally, it is estimated that 128.6 million people are currently in need of humanitarian assistance. Of these individuals, approximately one-fourth are women
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and girls of reproductive age. Although family planning is one of the most life-saving, empowering, and cost-effective interventions for women and girls, it remains an overwhelming gap in emergency responses due to a lack of prioritisation and funding. Consequently, many women and girls are forced to contend with an unmet need for family planning and unplanned pregnancies in addition to the traumas of conflict, disaster, and displacement.
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These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly with caregivers) who want to adapt and adopt resour
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ces to support the marginalized caregivers of children with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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