The Investment guidelines for youth in agrifood systems in Africa, developed jointly by FAO and the African Union Commission (AUC) through a multi-stakeholder and participatory process, highlight the importance of youth as change agents and key stakeholders contributing to sustainable agrifood syste...ms. The guidelines aim to accelerate investments in and by youth in agrifood systems by providing practical guidance - including tools and examples - to design, develop, implement, monitor and evaluate youth-focused and youth-sensitive investment programmes and to engage youth fully as partners in the entire process.
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Parasites & Vectors volume 11, Article number: 264 (2018)
Dengue creates a staggering epidemiological and economic burden for endemic countries. Without a specific therapy and with a commercial vaccine that presents some problems relative to its full effectiveness, initiatives to improve vector... control strategies, early disease diagnostics and the development of vaccines and antiviral drugs are priorities. In this study, we present the probable origins of dengue in America and the trajectories of its spread. Overall, dengue diagnostics are costly, making the monitoring of dengue epidemiology more difficult and affecting physicians’ therapeutic decisions regarding dengue patients, especially in developing countries. This review also highlights some recent and important findings regarding dengue in Brazil and the Americas. We also summarize the existing DENV polymerase chain reaction (PCR) diagnostic tests to provide an improved reference since these tests are useful and accurate at discriminating DENV from other flaviviruses that co-circulate in the Americas. Additionally, these DENV PCR assays ensure virus serotyping, enabling epidemiologic monitoring.
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This project aimed to reduce the risk of vector-borne infection with Chagas disease by
controlling triatomine bugs, the vectors transmitting the parasite of Chagas disease, and
establishing an epidemiological surveillance system with community participation.
CEPI is seeking to raise $3.5 billion to implement CEPI’s next 5-year plan. To mitigate the immediate threat of COVID-19 variants, it is activating key elements of this plan now—and seeking to mobilise a portion of this $3.5 billion in 2021. We have already launched R&D programmes to initiate de...velopment of next-generation vaccines against COVID-19 variants and we are planning studies to answer critical scientific questions related to the durability of immunity, effectiveness of mixed-vaccine regimens, and vaccine effectiveness in vulnerable populations such as pregnant women. We are also bringing forward our plans to develop vaccines that could protect against multiple COVID-19 variants and other coronavirus specie
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World Vision’s Gender Equality and Social Inclusion (GESI) approach actively strives to examine, question, and change harmful social norms and power imbalances as a means of reaching gender equality and social inclusion objectives in a programme area.
This reference guide is designed to help WASH... practitioners implement GESI-transformative WASH programmes by supporting change across all five GESI domains – access, decision-making, participation, systems, and well-being. It provides information on how to design, implement, monitor and evaluate a WASH project or programme to address GESI.
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Asthma is the most common chronic respiratory disease among school-going adolescents worldwide. However, the burden of severe asthma is highest in Sub-Saharan Africa. This study aimed to explore teachers’ perceptions of asthma care across six African countries. We conducted focus group discussions... (FGDs) using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim and analysed thematically. FGDs were conducted in Kumasi(Ghana), Blantyre (Malawi), Lagos (Nigeria), Durban (South Africa), Kampala (Uganda), and Harare (Zimbabwe) between 01 November 2020 and 30 June 2021. We identified two key themes related to asthma care; barriers to asthma care and suggestions to improve the care of adolescents with asthma. Barriers reported by teachers included a lack of knowledge and skills among themselves, adolescents, and caregivers. In addition, some traditional beliefs of teachers on asthma exacerbated challenges with asthma care in schools. Regarding suggestions, most teachers identified a need for all-inclusive asthma training programmes for teachers, adolescents and caregivers, focusing on acute episodes and mitigating triggers. Utilising teachers with personal experiences with asthma to advocate and support these initiatives was suggested. Further suggestions included the need for annual screening to enable early identification of adolescents with asthma and clarify restrictions on teachers administering asthma medications. Teachers across African schools identify multiple barriers to asthma care. Structured school education programs and annual asthma screening are key to addressing some barriers to care.
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Emergency Capacitiy Building Project agencies, led by CARE, have developed the Shelter Accountability Resources for project managers and decision-makers in humanitarian shelter programs.
As a guide it is also intended to be useful for Shelter Cluster coordinators, and other staff who would like t...o monitor the accountability of particular projects and programs. The tools and examples included here should help humanitarians to plan, implement and monitor shelter projects and programs in a way that is accountable to disaster-affected populations.
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A practical manual presenting the specific knowledge, skills and practices that First Aiders should have to act safely and effectively when caring for people caught up in armed conflicts and other situations of violence, such as internal disturbances and tensions.
The Minimum Standards for Age and Disability Inclusion in Humanitarian Action inform the design, implementation, monitoring and evaluation of humanitarian programmes across all sectors and phases of response, and in all emergency contexts, ensuring older people and people with disabilities are not e...xcluded.
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The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati...ons at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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Persons with disabilities are one of the most vulnerable and socially excluded groups in any crisis-affected community. They may be in hidden in homes, overlooked during needs assessments and not consulted in the design of programs.4 While gender-based violence (GBV) affects women, girls, men and bo...ys, the vast majority of survivors globally are women and girls.5 Persons with disabilities have difficulty accessing GBV programs, due to a variety of societal, environmental and communication barriers, increasing their risk of violence, abuse and exploitation.
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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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Overview:
- Part A is an introductory part which will give you background information about CBDRR in Myanmar. It has a small section about the importance of CBDRR in Myanmar, the stakeholders of CBDRR in Myanmar, as well as an overview about the challenges that are faced when implementing CBDRR... in Myanmar.
- Part B contains the instructions on how to conduct the 9-step process agreed upon and described in detail in the step-by-step methodology document. These nine (9) steps are considered the minimum required activities to be followed by all MRCS community based initiatives regardless of their budget or time frame.
- Part C includes all the implementation steps of CBDRR programs namely step 6 (Action Plan Development), and step 7 (Implementation of Action Plan).
- Part D includes all the steps that finalize a CBDRR program namely step 4 and step 8 (Baseline and Endline Study) as well as step 9 (Handover & Exit Strategy).
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