This third regional report discusses gaps and challenges in reducing the harmful use of alcohol and how countries can reverse current trends in a cost-effective and expedited way.
Lancet Infect Dis 2022;
22: 222–4
Russian Federation
Accessed: 24.09.2019
These guidelines – an update to the World Health Organization’s 2015 publication Consolidated strategic information guidelines – present a set of essential aggregate indicators and guidance on choosing, collecting and systematically analysing strategic information to manage and monitor the nat...ional health sector response to HIV.
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Examining the needs of at‐risk youth in the Middle East and North Africa: A multi‐method landscape analysis and systematic literature review
Environmental pollution, protection, quality and sustainability
PLOS ONE | https://doi.org/10.1371/journal.pone.0185526 September 28, 2017
Global Health and Tropical Medicine, GHTM, Instituto de Higiene e Medicina Tropical, IHMT, Universidade Nova de Lisboa, UNL, Lisboa, Portugal
Guidelines
Key Populations
This publication explores how housing, land and property rights issues have been addressed in peace agreements concluded over the past three decades. It provides practical guidance for peace negotiators on all sides in Myanmar and outlines how addre...ssing these rights in the peace process will build the groundwork needed for an eventual peace agreement or agreements in the country.
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Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled ...children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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