A community-based approach.
These guidelines focus on manmade rather than natural disasters, but our experiences in India, El Salvador and Pakistan (earthquake interventions), and following the 2004 tsunami, cyclone Nargis in 2008 and the Haiti earthquake in 2010, showed that the principles describ...ed also work well in contexts of natural disasters.
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This pocket guide offers basic information needed for the medical management of victims of radiation incidents in an easy-to-understand manner.
GLOBAL EDUCATION MONITORING REPORT 2017/8
A manual for people working in environments contaminated by landmines and other explosive hazards including improvised explosive devices.
Reducing the humanitarian impact of the use of explosive weapons in populated areas is a key priority for the United
Nations, the International Committee of the Red Cross (ICRC), civil society and an increasing number of Member States.
The United Nations Secretary-General has expressly called on... parties to conflict to avoid the use in populated areas of
explosive weapons with wide-area effects.
While the use of explosive weapons in populated areas may in some circumstances be lawful under international
humanitarian law (IHL), empirical evidence reveals a foreseeable and often widespread pattern of harm to civilians,
particularly from explosive weapons with wide-area effects.
Many types of explosive weapons exist and are currently in use. These include air-delivered bombs, artillery projectiles,
missiles and rockets, mortar bombs, and improvised explosive devices (IEDs). Some are launched from the air and
others are surface launched. Whilst different technical features dictate their accuracy of delivery and explosive effect,
these weapons generally create a zone of blast and fragmentation with the potential to kill, injure or damage anyone
or anything within that zone. This makes their use in populated areas – such as towns, cities, markets and camps for
refugees and displaced persons or other concentrations of civilians – particularly problematic. The problems increase
further if the effects of the weapon extend across a wide-area either because of the scale of blast that they produce; their
inaccuracy; the use of multiple munitions across an area; or a combination thereof.
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Specific Objectives
• To increase the knowledge and awareness of personnel on chemical management.
• To educate the personnel on the potential adverse health effects of chemical exposure.
• To educate the personnel on the existing laws pertaining to handling of hazardous
chemicals.
• To... promote safe and healthy work practices among personnel during chemical handling.
• To guide the personnel on transportation, storage and disposal of hazardous chemicals.
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The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of nat...ional and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
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Handbook of HUMANITARIAN HEALTH CARE LOGISTICS Designing the Supply Network and Managing the Flows of Information and Health Care Goods in Humanitarian Assistance during Complex Political Emergencies
BMC Pedaitrics. DOI: 10.1186/1471-2431-12-90
This document is one of eight PDF documents that comprise the Guidance on Child-focused Victim
Assistance. All are available in PDF at . The full document is also available.
This first section contains the Acknowledgements, Foreword, Acronyms and Chapters 1 th...rough 4: Chapter 1. Introduction: The Need for Child-focused Victim Assistance Guidance; Chapter 2. Mine Action, UNICEF and Guidance on Child Victim Assistance ;Chapter 3. Victim Assistance: Stakeholders and International Standards; Chapter 4. Principles, Coordination and Cross-cutting Aspects of Victim Assistance
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The Standard consists of nine key inclusion standards, and seven sets of sector-specific inclusion standards for protection – water, sanitation and hygiene, food security and livelihoods, nutrition, shelter, settlement and household items, health and education. Each standard comes with key actions..., guidance, tools and resources.
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This handbook aims to give practical guidance to support development organisations to mainstream disability into their work. It is primarily intended for VSO programmes, but could be useful to other development actors interested in mainstreaming disability, such as NGOs, gover...nment and donors
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INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in... emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish
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Background paper for the Oslo Summit on Education for Development.
This paper covers the four topics of the Oslo Summit: investment in education, quality of learning, education in emergencies and girls’ education. Disability continues to be one of the primary causes of educational disadvantage a...nd exclusion,
creating the largest single group of girls and boys who remain out of school. Even in those countries
close to achieving universal primary enrolment, children with disabilities are still not in school,accessing opportunities to meaningful employment and on sustainable routes out of poverty
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