Guidance has been updated on a number of chemicals: asbestos, bentazone, chromium, iodine, manganese, microcystins, nickel, silver, tetrachloroethene and trichloroethene. Guidance has also been added for chemicals not previously assessed in the Guidelines: anatoxin-a and analogues, cylindrospermopsi
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                                        ns and saxitoxins. The new guidance on organotins has replaced the prior guidance focused on dialkyltins. With these updates, the guideline values for tetrachloroethene and trichloroethene have been revised while new guideline values for cylindrospermopsins, manganese, microcystins, and saxitoxins have been established .
Updated information on cyanobacteria has been included, introducing an alert level framework for early-warning and to guide short-term management responses. Guidance has also been updated in the sections on adequacy of water supply, climate change, emergencies, food production and processing, and radiological aspects, particularly on managing radionuclides when exceeding WHO screening values and guidance levels.
                                    
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                                The workshop is structured around 13 learning modules. The first module (Introduction) gives an overview of WSPs. The last module (Module 12) introduces participants to the quality assurance tool for WSPs (WHO & IWA, 2012). Modules 1–11 relate explicitly to the WSP manual produced by IWA and WHO (
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                                        Bartram et al., 2009), from which the workshop is designed. 
                                    
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                                Background Paper prepared for the 2015 Global Assessment Report on Disaster Risk Reduction 
The aim of this paper is to help bring voluntary standards into the toolbox of disaster risk reduction, including both by encouraging their use by business and by enhancing their role in legislation and 
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                                        regulatory practice.
- Authorities can build awareness for standards in Disaster Risk Reduction (DRR), by facilitating access to relevant standards, encouraging education on DRR-related standards and involving the standardization community.
- Standards need to be sustained by a powerful infrastructure that allows for reliable inspections, audits and precise measurements to be conducted by skilled professionals.
- Risk management best practice needs to embed, as emdodies in standards, more fully in regulatory frameworks in sectors that are relevant.
                                    
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                                Стандарты для сокращения риска бедствий
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                This Manual is primarily intended for  community level volunteers trained in Community Based Disaster Risk Management (CBDRM) and CBDRM Practitioners and Professionals. 
The year of publication is not specified in the document.
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for students aged 5–17; and activities for young people a
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                                        nd volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
                                    
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                                The purpose of the report is to present some first recommendation for the development of Myanmar ecological quality criteria using the system of the EU Water Framework Directive (EU WFD) as baseline, with main focus on the characterization and classification processes. As background for the recommen
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                                        dations we first give an overview of the main water use categories in Myanmar. We then provide preliminary suggestions for typology criteria and indices for assessing ecological status in lakes and rivers in Myanmar. The typology factors and physico-chemical parameters are based on common used factors in the EU countries. The biological elements include phytoplankton and aquatic macrophytes for lakes, and benthic invertebrates for rivers. 
                                    
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                                These guidelines aim to guide all health care providers in Myanmar, accommodating the situation of different settings in the context of progressive decentralization of HIV services. Notable changes from the previous edition include:
• diagnosis of HIV
• update on the initiation of ART
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• new ARV drugs and regimens
• new recommendation on infant prophylaxis
• PrEP and PEP updates
• updates on co-infections and comorbidities management
It should be noted that these guidelines are meant for the  operational level and are adapted and adopted in line with existing Myanmar context. 
                                    
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                                For Mental Health Service Delivery under National Mental Health Programme
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Facilitator's Manual on life Skill Education, Stress Management and Suicide Prevention Workshops
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Manual for Training in Cancer Control
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                This guidelines is aimed at humanitarian and human rights actors engaged in protection work, and is intended to act as an easy reference to the minimum standards to be met and the recommended guidelines to be followed in such work.
The 45 standards and 15 guidelines are reproduced in full, together
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                                         with a short explanation in each case of the main challenges they are designed to address
                                    
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                                WHO TRS N°1012. 
Key updates include: (i) surveillance strategies, including cross-sectoral linking of systems and suitable diagnostics; (ii) the latest recommendations on human and animal immunization; (iii) palliative care in lowresource settings; (iv) risk assessment to guide management of bite
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                                         victims; and (v) a proposed process for validation and verification of countries reaching zero human deaths from rabies.
                                    
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                                People younger than 20 years comprise 35% of the global population and 40% of the global population of least-developed nations. The number of children - neonates, infants, children, and adolescents up to 19 years of age - who need pediatric palliative care (PPC) each year may be as high as 21 millio
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                                        n. Another study found that almost 2.5 million children die each year with serious health related suffering and that more than 98% of these children are in low- and middle-income countries (LMICs) (3). While estimates differ, there is no doubt that there is an enormous need for prevention and relief of suffering among children - for PPC.
                                    
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                                This revised trainer's guide contains a prototype training schedule for four days. Teaching and learning strategies are highly interactive, using participatory and experiential approach. Training outcomes include developing skills in assessment of clients for risk factors; conduct basic screening pr
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                                        ocedures and interpreting the results; holding health education sessions on risk factor modification; promoting healthy lifestyle; and mobilizing communities. The manual is divided into six modules.
                                    
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                                "Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family violence succeed in school."