This gender analysis was conducted to understand the different risks and vulnerabilities but also opportunities and skills for Rohingya and host co...mmunity women, men, boys and girls. Data collection was conducted over three weeks from 8 April to 29 April 2018. The work aimed to identify the different needs, concerns, risks and vulnerabilities of women, girls, boys and men in both Rohingya refugee communities and host communities in the Cox’s Bazar district of Bangladesh. The analysis shows various gaps in the humanitarian response for both communities, especially in terms of accountability, communication with affected communities and disaster preparedness, but also in equitable access to services, in particular for women and girls, and especially for the Rohingya community. The key findings are presented below, along with recommendations for action.
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The first chapter provides an overview of gender and domestic violence in the HIV and AIDS discourse and their interconnect-
edness. It analyses l...iterature regarding gender and HIV transmission, domestic violence, and HIV and AIDS. It then discusses how gender roles impact the effects of AIDS.
The second chapter outlines implications of these findings for policy and practice. This section provides a definition for mainstreaming and deals with various aspects of mainstreaming HIV, AIDS and gender.
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This Training Manual is developed based on the Child Protection Working Group Interagency Guidelines for Case Management. The Facilitator’s Guide provides guidance on the key steps to take before, during and after training, including customizing t...he training to different contexts and audiences.
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Unofficial Translation
Approved by the Federal Government on October 20, 2016
Monitoring implementation of the Dublin Declaration on Partnership to Fight HIV/AIDS in Europe and Central Asia: 2012 progress
Special Report
For children orphaned or made vulnerable by HIV (OVC)
UNAIDS Series: Engaging uniformed services in the fight against AIDS - Case Study 1
Fighting AIDS
The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students ...ttribute-to-highlight medbox">and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.
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As of 21 May 2020, 4.8 million confirmed cases of Coronavirus disease 2019 (COVID-19) have been reported globally. In South America, COVID-19 was first detected on 26 February 2020, when Brazil confirmed a case in São Paulo.
HTS Teologiese Studies/Theological StudiesISSN: (Online) 2072-8050, (Print) 0259-9422P
This document aims to provide guidance to healthcare facilities and healthcare providers in the European Union/European Economic Area (EU/EEA) and the United Kingdom (UK) on preparedness ...="attribute-to-highlight medbox">and infection prevention and control (IPC) measures for the management of possible and confirmed cases of COVID-19 in healthcare settings, including long-term care facilities (LTCFs). In addition, this document addresses the management of clinical diagnostic specimens at laboratories in the EU/EEA. This is the sixth update of the ECDC guidance on ‘Infection prevention and control and preparedness for COVID-19 in healthcare settings’, and replaces the document dated 6 October 2020.
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