In 2018, the WHO European Healthy Cities Network adopted the political vision of the Network until 2030 that is fully aligned with the United Nations 2030 Agenda for Sustainable Development: the Copenhagen Consensus ...ht medbox">of Mayors: Healthier and Happier Cities for All. The vision is built around six themes. This compendium comprises tools, resources and networks that are related to one of the themes - place - from across the WHO European Healthy Cities Network and wider from 2010 to 2020. It is part of the support package for implementation of the place theme in Phase VII (2019–2024) of the WHO European Healthy Cities Network.
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The WHO Quality Toolkit: Navigating tools to improve the quality of health services helps easy identification and access to a wide range of WHO pub...lished materials to improve the quality of health services. These tools support the actions described in the Quality health services: a planning guide, which outlines a structured, systems-based approach to improving quality of health services. Whether you work at the facility, sub-national or national level, or in specific communities, you will find resources within the Quality Toolkit to help you carry out essential tasks to improve quality of care
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This technical brief describes the re-affirmed WHO recommendation on ultrasound examination in the context of routine antenatal care and outlines policy and programme implications for translating this recommendation into action at the country level.
This collection of case studies on risk communication and community engagement (RCCE) from 18 different country/area level public health partners in the WHO European Region provides evidence of...> numerous results achieved and lessons learned since the start of the COVID-19 pandemic. RCCE has not traditionally been an area where evidence of challenges and solutions was documented. With this compendium, we wanted to collect and share this evidence to support decision-making in this area of work.
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Myocardial infarctions are generally clinically classified into ST elevation MI (STEMI) and non-ST elevation MI (NSTEMI), based on changes in ECG. When blood flow to a part of the heart stops or the heart is injured and fails to receive enough oxyge...n required for its adequate functioning the condition is termed as STEMI or the ‘heart-attack’ in laymen language. Patients with elevated cardiac troponin levels but negative CK-MB who were formerly diagnosed with unstable angina or minor myocardial injury are now reclassified as non-ST-segment elevation Myocardial Infarction (non-STEMI) even in the absence of diagnostic changes.
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For word document see: www.naco.gov.in/upload/2014%20mslns/Data%20Sharing%20Guidelines.doc
This interim guidance to national health authorities and blood transfusion services outlines the steps required to collect convalescent whole blood (CWB) or plasma (CP) from Ebola virus disease (EVD) recovered patients for transfusion to patients w...ith early EVD, as an empirical treatment modality.
Document contents:
Guidance on donor selection, screening, donation and handling of blood and plasma units;
guidance on transfusion of convalescent whole blood or plasma;
other considerations.
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WHO guidelines for pandemic preparedness and response in the nonhealth sector
SOP- Quality Assurance of Malaria Diagnostic Tests
Cochrane Database Syst Rev. 2016 Jul 1; (6): 1–61 -Published online 2016 July 1
National AIDS and STI Control Program
DHS ANALYTICAL STUDIES 62
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary an...d Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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