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Publication Years
543
1944
210
4
Category
1200
181
134
113
71
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29
3
2
Toolboxes
529
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53
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1
1
Methods used by WHO to estimate the global burden of TB disease
P. Glaziou, C.Sismanidis, P. J. Dodd, et al.
World Health Organization; University of Sheffield
(2017)
C_WHO
30 October 2017
Migration & health position paper series
Cross-cutting health themes
Tuberculosis, Migration and human mobility
People who use drugs
M. Smelyanskaya, J. Duncan (The Focus Group Consulting); C. Daniels, et al.
Stop TB Partnership; UNOPS; END TB
(2016)
C1
Key populations brief.
54th directing council; 67th session of the regional Committee of WHO for the Americas
CD54/11, Rev. 1, 2 October 2015, Original: Spanish
Key Populations action plan 2014-2017
The Global Fund To fight AIDS, Tuberculosis and Malaria
(2019)
C2
Accessed: 08.11.2019
Budget Advocacy - A Guide for community activists
ehra (eurasian harm reduction association)
(2018)
C2
Toolkit for research and development of paediatric antiretroviral drugs and formulations
World Health Organization (WHO); Unitaid; Unicef; et al.
World Health Organization (WHO); Unitaid; Unicef; et al.
(2018)
C_WHO
WHO and UNITAID
in collaboration with IMPAACT (International Maternal Pediatric Adolescent AIDS Clinical Trials) network, PENTA (Paediatric European Network for Treatment of AIDS) foundation and experts from the Paediatric Antiretroviral Working Group
For the Fiscal Year 2014-2015, the Health Sector continued to implement interventions and strategies meant to improve the availability, accessibility and utilization of quality healthcare services across public and private health facilities; and to ensure the reduction of the burden of communicable
...
and non-communicable diseases in Rwanda. This annual report highlights key achievements registered by the health sector during the Fiscal Year 2014-2015. Achievements are highlighted under three big components: Health Programs, Health Systems Support and Budget Execution.
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The Third Rwandan Health Sector Strategic Plan (HSSP III) provides strategic guidance to the health sector for six years, between July 2012 and June 2018. HSSP III has been inspired and guided by the VISION 2020, which will make Rwanda a lower-middle-income country by 2020; the Rwandan Health Policy
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of 2004; and the priorities set out by the Economic Development and Poverty Reduction Strategy (EDPRS 2008–2012).
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This study examines the ability of political, legal, health, and communities to respond to gender-based violence in Kigali, Rwanda.
Social Cash Transfers and Children’s Outcomes
Unicef
(2019)
A Review of Evidence from Africa
Accessed: 21.08.2019
TB Advocacy Guide - For People who use Drugs
hit.org.uk; INPUD
(2019)
C2
Accessed: 19.10.2019
Ensuring Children and Adolescents Are Not Left Behind
L.-G. Bekker; G. K. Siberry; G. Hirnschall
JAIDS Journal of Acquired Immune Deficiency Syndromes; Ovid
(2018)
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Supplement Article
J Acquir Immune Defic Syndr Volume 78, Supplement 1, August 15, 2018 www.jaids.com
Реализация комплексных программ по профилактике ВИЧ/ИППП среди секс-работников: ПРактИЧескИе Подходы на осноВе соВместных меРоПРИятИй
Всемирная организация здравоохранения (World Health Organization); UNFPA; UNAIDS; et al.
(2015)
C_WHO
Ethiopian primary health care clinical guidelines (Sample)
Federal Democratic Republic of Ethiopia -Ministry of Health
Federal Democratic Republic of Ethiopia -Ministry of Health
(2017)
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Tuberculosis cases, TB deaths
The Participant’s manual contains summaries of information presented by the trainers, copies of worksheets and checklists for the clinical practice and practical sessions, and exercises that participants will do during the course. One manual should be provided for each participant, using the modul
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es selected, for use during the course and can be used as a reference after the course. child feeding counselling. Course facilitators can decide which sessions to cover, depending on the specific learning needs of the health workers in your community.
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The Director’s guide contains all the information that the course director needs in order to plan and prepare for the course, to decide which modules and sessions will be included in the training, and to select trainers and participants, starting several months before the actual training. It conta
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ins lists of the materials and equipment needed, and sample timetables. Copies of the forms to be photocopied and used during the course can be found in the Course handouts. The Director’s guide also describes the director’s role during the course itself.
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