THEME: TEENAGE PREGNANCY AN OBSTACLE TO MATERNAL HEALTH; LET US STOP IT NOW. 5th November 2013
This paper brings together lessons from interviews with humanitarians and local responders, as well as existing literature, about the use of quarantine in urban environments during the humanitarian response to the Ebola Crisis
Guidelines for Management and Treatment of Dyslipidemia in Indonesia
Medicines and Allied Substances [No. 3 of 2013 47 | An Act to continue the existence of the Pharmaceutical Regulatory Authority and re-name it as the Zambia Medicines Regulatory Authority; provide for the functions and powers of the Authority; provide for the registration and regulation of pharmacie...s, health shops and agro-veterinary shops; provide for the registration and regulation of medicines and allied substances; provide for the regulation of the manufacture, importation, exportation, possession, storage, distribution, supply, promotion, advertising, sale and use of medicines and allied substances; provide for the regulation and control of clinical trials; repeal and replace the Pharmaceutical Act, 2004; and provide for matters connected with, or incidental to, the foregoing.
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Review
S Afr Med J 2014;104(3):174-177. DOI: 10.7196/SAMJ.7968
Update 2021; Immunization, Vaccines and Biologicals
Eur Respir J. 2014 April ; 43(4): 1132–1141. doi:10.1183/09031936.00203613.
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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