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Publication Years
728
1998
314
14
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Raising an AIDS-free generation: Evaluation of the global fund orphans & vulnerable children programme
Department: Social Department Republic of South Africa; NRSAD (National Religious Association for Social Development); The Global Fund; et al.
(2016)
C2
HIV and young people who sell sex
UNAIDS, UNODC (United Nations Office on Drugs and Crime); World Health Organization; MSMGF; et al.
(2015)
C_WHO
Technical Brief
UNAIDS Guidance Note on HIV and Sex Work
UNAIDS
(2012)
C2
HIV and young men who have sex with men
World Health Organization; UNFPA; UNAIDS; etc al.
(2015)
C_WHO
Technical Brief
Damon Barrett, Gonçalo Figueiredo Augusto, Martiani Oktavia, Jeanette Olsson, Mira Schneiders and Kate Welch provided background papers and literature reviews which informed this technical series.
HIV and young people who inject drugs
A. Armstrong; J. Baer; R. Baggaley; et al.
UNAIDS; World Health Organization; UNFPA; et al.
(2015)
C_WHO
Technical Brief
Context and impact of the crisis
A year after the signing of the Revitalized Agreement on the Resolution of the Conflict in South Sudan (R-ARCSS),1 the ceasefire holds in most parts of the country. Armed conflict between State security forces and opposition armed groups has been contained to a sma
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ll number of areas in the Equatorias where Government forces continue to clash with non-signatories to the agreement. Many areas are seeing intra- and inter-communal violence, enabled by small-arms proliferation and weak rule of law. This is often driven by resource scarcity in areas that have experienced years of severe food insecurity.
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The guidance provides critical considerations and practical checklists to keep schools safe. It also advises national and local authorities on how to adapt and implement emergency plans for educational facilities.
In the event of school closures, the guidance includes recommendations to mitigate
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against the possible negative impacts on children’s learning and wellbeing. This means having solid plans in place to ensure the continuity of learning, including remote learning options such as online education strategies and radio broadcasts of academic content, and access to essential services for all children. These plans should also include necessary steps for the eventual safe reopening of schools.
Where schools remain open, and to make sure that children and their families remain protected and informed.
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Children affected by HIV/AIDS in South Africa
R. Smart; HIVAIDS Consultant
Save the Children (UK) South Africa Programme; The Department of Social Development
(2003)
C2
A Rapid Appraisal of Priorities, Policies and Practices
Groupe de référence du CPI pour la SMSPS dans les situations d'urgence
The purpose of this document is to provide guidance on how quarantine and isolation can be achieved if there is a suspected or confirmed case in an overcrowded setting. It will focus on informal settlements and collective shelters, but the guidance can be applied in non-refugee settings as well, suc
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h as detention centres and crowded neighborhoods. This guidance aims to support a coordinated and efficient response. It supports detailed planning at the regional level and is meant to be adapted to the local context. Households residing outside of these shelter types will be expected to follow the self-isolation circular provided by the MoPH. It is preferable, whenever feasible, that people are supported to remain in their homes. This guidance note will be continuously adapted as needed from the National level.
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Tips for Engaging Communities during COVID-19 in Low-Resource Settings, Remotely and In-Person
recommended
This brief provides key considerations for engaging communities on COVID-19 and tips for how to engage where there are movement restrictions and physical distancing measures in place, particularly in low-resource settings.
Mental health and psychosocial considerations during the COVID-19 outbreak
The first case of COVID-19 was reported in Mozambique on 22 March 2020. As of 26 May, Mozambique had 194 confirmed cases of COVID-19, of which 168 were locally transmitted. The country’s capital, Maputo, and the province of Cabo Delgado are currently the epicentres of the outbreak in Mozambique, w
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ith Pemba and Afungi registering more than 50 percent of the overall cases. Other provinces affected are Manica, Inhambane, Gaza, Tete and Sofala.
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CRS Haiti defines accountability as “working with communities, program participants,
partners and civil society in order to treat them with respect, dignity and mutuality, and
ensure empowerment, subsidiarity and quality in all programs.”
MEDBOX Issue Brief No. 4
The Guidelines on promotive and preventive mental health interventions for adolescents - Helping Adolescents thrive (HAT), provide evidence-informed recommendations on psychosocial interventions to promote mental health, prevent mental disorders, and reduce self-harm and other risk behaviours among
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adolescents.
The HAT Guidelines aims to inform policy development, service planning and the strengthening of health and education systems, and facilitate mainstreaming of adolescent mental health promotion and prevention strategies across sectors and delivery platforms.
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This report presents examples from different agencies on how they approached community engagement in their Covid-19 responses, the tools and methodologies used, as well as the challenges they encountered and how they attempted to overcome these. It discusses what community engagement means to the va
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rious agencies interviewed and in the literature consulted. And it puts forward some reflections on how CCCM and other sector agencies can take steps to ensure community participation in this and future pandemic responses.
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The checklist is aligned with, and builds upon, existing COVID-19-related WHO guidelines and is structured around protective measures related to: 1) hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of masks in schools; 4) environmental cleaning and ventilation; and 5) respectin
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g procedures for isolation of all people with symptoms. The checklist is designed to support policy-makers, staff and officials from the education and health sectors, local authorities, school principals/leaders and administrators, teachers’ unions, community leaders, school staff, teachers, parents and caregivers.
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