With development, people around the world have become wealthier and live longer. At the same time, development can lead to growing inequalities within and between nations. This paper analyses inequa...lities related to disability and how they vary across countries by development level. Using internationally comparable data on disability inequalities in 40 countries, we assess disability inequalities through the use of regression analyses with a variety of development measures. Results support the hypothesis only partially: disability inequalities related to education, employment, and multidimensional poverty are found to be significantly larger in countries at higher levels of development. However, this is not the case for rates of access to water, sanitation, clean fuel, electricity, housing, and assets. These results, overall, hold when using different development and
outcome indicators, and when focusing on specific subgroups of the population. The potential implications of these findings are discussed. Further research is needed to understand, for education and employment, the factors and processes that contribute to larger disability inequalities in countries at higher levels of development and what strategies might be pursued to reduce them.
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This comprehensive manual features practical suggestions and creative ideas for including, recruiting and accommodating people with disabilities in... international exchange programs. Building Bridges also addresses cross-cultural issues and international service projects. Includes an extensive resource section. Find each chapter in FREE downloadable PDF and RTF formats
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Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or childre...n from minority groups. Also included in the text are examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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Limited research has examined factors associated with psychological distress following natural
disasters among non-Western child populations. Conditions associated with trauma-related symptoms following the 2004 tsunami in a sample of 265 Sri Lanka...n child survivors (53.6% female, aged 3 to 17) were examined retrospectively. Multivariate regression analyses identified pre-traumatic conditions (female gender, prior health) and peritraumatic conditions (loss of family, complete property loss) as being associated with increased trauma-related symptoms. Findings can be applied to the identification of children most at risk of developing trauma-related symptoms following a natural disaster from a non-Western population to aid development of culturally-appropriate interventions.
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What are the symptoms of monkeypox? Who is at risk and how can we protect ourselves? Why is WHO concerned about it? WHO’s Dr Rosamund ...="attribute-to-highlight medbox">Lewis explains in Science in 5.
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Climate change is having the largest impact on the world’s poorest and most vulnerable people. Within this group, 20% are people with disabilities, who are nearly always doubly disadvantaged.
Recommendations on the inclusion of people with disabilities in eye care made by CBM's Medical Eye Care Advisory Group as a result of
a meeting i...n Hydrabad, India, in 2012.
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Rapport Final
Cette cartographie et l’analyse du système constituent la première étape dans l’élaboration d’une stratégie d’action commune pour la protection de l’enfance au Sénégal. Elle est à la disposition du gouvernement du Sénégal, des donateurs, des organismes de protecti...on de l’enfance, et des communautés impliquées afin de participer à une réflexion et une discussion sur la contribution de chacun d’entre eux à l’élaboration et à la révision continue des stratégies de la protection de l’enfance et du bien-être familial.
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The purpose of this document is to inform the public about biological and chemical hazards and thereby prepare the population for an immediate resp...onse in the event of an incident until public health support is provided.
The agents reported here are: Anthrax, Botulism, Haemorrhagic Fever,
Smallpox, the Plague, Tularaemia, Chlorine, Cyanide, Lewisite, Mustard Gas,
Ricin, Sarin, Soman, Tabun and VX. This list is not exhaustive and no doubt
other dangerous types could be produced. They have been selected as they are the most often mentioned threats. This information has been prepared with the public in mind, and thus much of the medical terminology has been removed and replaced with every day language.
Also available in Arabic: http://www.who.int/csr/delibepidemics/biochem_threatsAR.pdf?ua=1
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The Medical Management Guidelines (MMGs) for Acute Chemical Exposures were developed by ATSDR to aid emergency department physicians and other emergency healthcare professionals who manage acute exposures resulting from chemical incidents. The MMGs ...are intended to aid healthcare professionals involved in emergency response to effectively decontaminate patients, protect themselves and others from contamination, communicate with other involved personnel, efficiently transport patients to a medical facility, and provide competent medical evaluation and treatment to exposed persons.
The Medical Management Guidelines (MMGs) for Acute Chemical Exposures provide:
- basic chemical and exposure information,
- a summary of potential health effects,
- prehospital management information,
- emergency department management information, and
- information for the patient.
external homepage, accessed on 03/16/2018
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CBM and the Global Campaign for Education 2014
A review of Save the Children’s work to promote the rights of children with disabilities
INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide,... manage or support education services in emergencies and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish
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This toolkit is designed as a resource for CBM that can be used in a variety of ways: to support staff induction, team meetings, refresher days and... training workshops. It can also be used as a tool for personal reflection and self-study. Tips for those intending to use it as a training resource are shaded differently.
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