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  1. 1

    A look at the constitutional rights of women in selected countries.

    Habitat Debate. 2005 Mar; 11(1):[3] p..

    Lesotho No Article 4(1) recognises and declares every person in Lesotho to be entitled to the fundamental rights and freedoms of the individual, whatever “his sex”, but such rights are subject to limitations laid down in other Sections. Linked to Article 18(4)(b) and (c) this means that discrimination of women in areas related to property and inheritance rights is allowed to continue. Article 17(1) recognises the freedom from arbitrary seizure of property. Listed exceptions from this freedom are identical to Article 75 of the Kenyan Constitution (see above). While Article 17(3) deals with prompt payment of full compensation and access to court, Article 17(4) furthermore lists 12 other grounds for expropriation. Morocco No Equal political rights (Article 8(1) and equal rights to education and work (Article 13) are explicitly recognised only. Article 15(1) guarantees the right of private property and free enterprise. According to Articles 15(2) and (3), the law may prescribe limitations to these rights and uses, if required by socio-economic development planned for the Nation, and the law shall prescribe circumstances and provisions related to expropriation. Nepal No Article 11(1): All citizens shall be equal before the law. No person shall be denied the equal protection of the laws. Article 17(1) recognises the right of all citizens, subject to the existing laws, to acquire, own, sell and otherwise dispose of, property. Article 17(2) provides that the State shall not, except in the public interest, requisition, acquire or create any encumbrance on, the property of any person. Article 17(3) states that the basis of compensation and procedure for giving compensation for any property requisitioned, acquired or encumbered by the State in the public interest, shall be as prescribed by law. (excerpt)
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  2. 2

    The role of public policy in prevention and control of sexually transmitted infections -- a guide to laws, regulations and technical guidelines.

    World Health Organization [WHO]. Regional Office for the Western Pacific

    Manila, Philippines, WHO, Regional Office for the Western Pacific, 1999. [37] p.

    This document explores issues related to the role public health policy serves in the prevention and control of sexually transmitted infections (STI). It is intended to help guide STI programme managers and other health professionals in the: evaluation of the adequacy of existing public health legislation and programme policies; assessment of areas where improvements should be considered; and the design of new legislation and/or policy instruments. The guide is divided into five parts. The introduction provides background information and explains the terminology used throughout the guide. The second section, general considerations, discusses a number of basic principles that should be considered in approaching public health policies. Operational considerations and specific STI policy issues are presented in section three. A few selected relevant publications are listed in section four. Examples of a national policy and strategies for STI prevention and control, and an outline of a technical guideline on STI partner referral are given as annexes. (excerpt)
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  3. 3
    Peer Reviewed

    Annotated bibliography on equity in health, 1980-2001.

    Macinko JA; Starfield B

    International Journal for Equity in Health. 2002 Apr 22; 1(1):[20] p..

    The purposes of this bibliography are to present an overview of the published literature on equity in health and to summarize key articles relevant to the mission of the International Society for Equity in Health (ISEqH). The intent is to show the directions being taken in health equity research including theories, methods, and interventions to understand the genesis of inequities and their remediation. Therefore, the bibliography includes articles from the health equity literature that focus on mechanisms by which inequities in health arise and approaches to reducing them where and when they exist. (author's)
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  4. 4

    Critical areas, issues and topics in sexual and reproductive health indicator development. An annotated bibliography.

    Montgomery R; Phillips FK

    New York, New York, International Planned Parenthood Federation [IPPF], Western Hemisphere Region [WHR], 2002 Oct. 60 p.

    The purpose of this document is to serve as a guide to available resources on indicators for monitoring and evaluating sexual and reproductive health and rights. In addition to more traditional sources of indicators, an effort has been made to incorporate innovative work carried out by non-governmental organizations (NGOs) at the local level. Furthermore, within the context of the post-ICPD approach to SRH, this annotated bibliography includes indicators specifically related to critical areas of SRH, as well as to those concerned with women’s empowerment and other issues related to general social and economic development that are relevant to SRH. Because there are fewer and less tangible measures for monitoring and evaluating progress in these latter areas, sources that are more conceptual in nature are included. This annotated bibliography is part of the RHAG Indicators Committee’s ongoing efforts to identify indicators and frameworks that address critical areas, issues, and topics in SRH at multiple levels of society and within a variety of contexts. Although it should not be considered an exhaustive source of information in this area, this document provides an assessment of state-of-the-art thinking on SRH measurement frameworks and indicators, which can be used as a basis for enhanced programming and monitoring and evaluation in the field. The next Section discusses the fundamentals of indicator development and the importance of using both quantitative and qualitative methods in formulating indicators. The following chapter, Section III, reviews the initiatives of major international organizations, both governmental and nongovernmental, as well as those of local NGOs in the area of SRH indicator development. Section IV presents sources of indicators and conceptual frameworks for measuring key SRH areas, including: (a) family planning; (b) safe motherhood; (c) abortion and post-abortion care; (d) RTIs and STDs; (e) HIV/AIDS; (f) youth SRH; (g) male involvement in SRH; and (h) sexuality. Section V examines sources of indicators and frameworks for issues related to women’s empowerment, including: (a) gender equity; (b) rights; (c) education; and (d) violence against women. In closing, Section VI considers additional topics of social and economic development related to reproductive health and rights, including: (a) social context/culture; (b) health sector reform; and (c) migration. (excerpt)
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  5. 5

    Population, environment and development linkages.

    UNESCO. Principal Regional Office for Asia and the Pacific. Regional Clearing House on Population Education

    Bangkok, Thailand, UNESCO, Principal Regional Office for Asia and the Pacific, Regional Clearing House on Population Education, 1996. [5], 154 p. (Abstract-Bibliography Series 13)

    This book provides a bibliography and abstracts of publications on the linkages between environmental degradation, population growth, and sustainable development in the Asia and Pacific region. The seven sections are titled: Environmental Problems, Population Problems, Sustainable Development, Policy Statements and World Meetings, Linkages, Population and Environmental Programs for Special Interest Groups (such as women and children), and Curriculum Materials. Each section includes a review and synthesis of information on the topic and lengthy and substantive abstracts of the selected referenced materials. The book cites 73 recent publications, including research studies, monographs, technical papers, reports, and journal articles. Cross referencing is made possible by the use of author and subject indexes included in the appendix. This volume is directed to population program planners, managers, and educators. The aim is to provide an overview of how problems of population and sustainable development are inseparably linked and interrelated to problems of poverty, income disparities, and wasteful consumption. Some potential solutions are provided. To date, the information indicates that economic tools must be combined with political change and policy implementation.
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  6. 6

    Education for AIDS prevention bibliography. 2nd edition (revised). Education pour la prevention du SIDA bibliographie. 2e edition (revisee). Educacion para la prevencion del SIDA bibliografia. 2.a edicion (revisada).

    UNESCO. Education Sector. Programme of Education for the Prevention of AIDS. Documentation and Information Service

    Paris, France, UNESCO, 1994. [8], 180, 16, 35 p. (ED/94/WS/5)

    The UNESCO/WHO (United Nations Educational, Scientific and Cultural Organization/World Health Organization) AIDS School Education Resource Centre (ASERC) has collected more than 1000 written documents on AIDS and AIDS prevention. Many of these documents are educational materials for schools (e.g., teachers' guides and pupils' textbooks). The Documentation and Information Service of the Programme of Education for the Prevention of AIDS in the UNESCO Education Sector used information from ASERC's computerized database to compile a bibliography of these educational materials. The bibliography is intended for teachers, social workers, specialized educators, and others who want to educate people about AIDS. The bibliography has a masterfile listing of the educational materials, which includes each reference's number, title, type of educational material (e.g., booklet, game), author and/or source, and descriptors. The first annex is an alphabetical list of descriptors, such as adolescent pregnancy, AIDS patients, teaching guide, and ethics. The last annex is a descriptor index. For example, one can look under the descriptor drama to find that there are three references concerning drama and AIDS prevention and that their bibliographic numbers are 00480, 00603, and 00873. The titles of these three references are Puppets against AIDS: an educational puppet theatre programme; Le SIDA: Piece de Theatre en Deux Actes (AIDS: Play in Two Acts); and Attention aux Apparences (Attention to Appearances).
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  7. 7

    Selected annotated bibliography on essential drugs. 3rd ed.

    World Health Organization [WHO]. Action Program on Essential Drugs and Vaccines

    [Unpublished] 1994 May. [2], 284 p. (WHO/DAP/94.5)

    This third edition of the World Health Organization's (WHO's) Action Program on Essential Drugs annotated bibliography updates the listing of key English-language reports, articles, and books on essential drugs and national drug policies. On the basis of its main focus, the 709 citations are listed in one of 13 sections: quality assurance; audiovisuals; drug information; economics and finance; health aspects; human resources and training; monitoring and evaluation; periodicals; pharmaceutical industry; policy and regulation; selection; supply and use. Each entry provides an address, brief abstract, and list of keywords. In addition, the material is indexed by author, corporate author, subject area, and country. WHO's Action Program seeks to ensure the regular supply of a selected number of safe, effective drugs and vaccines of acceptable quality at the lowest possible cost.
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  8. 8

    Selected references on essential drugs.

    World Health Organization [WHO]. Action Programme on Essential Drugs. Documentation Centre

    [Unpublished] 1995. [2], 10 p. (WHO/DAP/95.4)

    This brief bibliography of selected references on essential drugs was prepared by the World Health Organization's (WHO's) Action Program on Essential Drugs. The citations are divided into the following categories: 1) Action Program on Essential Drugs/WHO revised drug strategy; 2) selection and use of drugs; 3) production, supply, and marketing of drugs; 4) quality assurance; 5) economics and financing of drugs; 6) human resources and training; 7) national drug policy; 8) evaluation; 9) legislation and regulatory control; 10) research; and 11) reference material. The WHO Program was established in 1991 to ensure the regular supply, at the lowest cost, and the rational use of a selected number of safe, effective drugs and vaccines.
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  9. 9

    Family health selected list of publications, 5th ed. Sante de la Famille Liste de Publications Selectionnees, 5eme ed

    World Health Organization [WHO]. Division of Family Health

    Geneva, Switzerland, World Health Organization, Division of Family Health, 1987. 20 p. (WHO/FHE/87.5)

    This bibliography lists selected publications and documents of the World Health Organization that pertain to family health. Most were produced in 1980-87, but earlier publications considered to be of broad interest are also included. The list is divided into the following subcategories: 1) general family health topics; 2) women, health and development; 3) maternal and child health care; 4) family planning; 5) child care; 6) adolescence; and 7) nutrition.
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  10. 10

    Annotated bibliography and resource guide for health development workers.

    MAP International. Learning Resource Center

    Brunswick, GA, MAP International, Learning Resource Center, 1987 May. 64 p.

    This guide is a complete revision and expansion of a select, annotated bibliography prepared by MAP International in 1980. The bibliography gives a reading list of key books and periodicals in health and development. Resources have been selected to introduce concepts that are current in the field. Several changes have been made in the format, such as incorporating the periodicals into the subject sections and providing author/title indexes. A new section on Social Marketing has been added, along with over 25 books and 8 periodicals. All price, availability and organization information has been updated. Resources are included which are reasonably priced so that field workers can develop their libraries of practical information. The contents are grouped under the following headings: adult learning; appropriate technology; church and social responsibility; crosscultural information; development; evaluation; health; social marketing; and organizations.
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  11. 11

    [Family health selected list of publications] Sante de la famille liste de publications selectionnees.

    World Health Organization [WHO]. Division of Family Health

    Geneva, Switzerland, World Health Organization, Division of Family Health, 1985. 15 p. (FHE/85.3.)

    This list of 1978-1984 publications and documents of the World Health Organization (WHO) covers subjects that have been given priority on the regional and global levels relating to family health. The sections are divided into 1) Family Health, 2) Maternal and Child Health, 3) Maternal and Child Care, 4) Infant and Young Child Nutrition, 5) Nutrition, and 6) Health Education. Publications listed with a price, and back numbers of periodicals, are for sale and can be obtained through a bookseller, from any of the stocklists shown at the end of this document, or directly from the WHO distribution and sales office.
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  12. 12

    [Supplement on bibliographical services throughout the world in 1978] Supplement sur les services bibliographiques dans le monde en 1978; Suplemento relativo a los servicios bibliograficos en el mundo en 1978.


    General Information Programme--Unisist Newsletter. 1980; (Annual Suppl):1-102.

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  13. 13

    Interim programme report, 1983.

    World Health Organization [WHO]. Programme for Control of Diarrhoeal Diseases

    Geneva, Switzerland, WHO, [1984] 27 p.

    This is the 1st interim report issued by the Diarrhoeal Diseases Control (CDD) Programme, summarizing progress in its main areas of activity during the previous calendar year. Most of the information is presented in the form of tables, graphs and lists. Other important developments are mentioned briefly in each section. The information is presented according to major program areas; health services; research; and program management. Within the health services component, national program planning, training, the production of Oral Rehydration Salts (ORS), health education and promotion are areas of priority activity. Progress in the rate of development of national programs, participants in the various levelsof training programs, and the countries producing their own ORS packets and developing promotional and educational materials are presented. An evaluation of the health services component, based on a questionnaire survey to determine the impact of Oral Rehydration Therapy (ORT), indicates significant decreases in diarrheal admission rates and in overall diarrheal case-fatality rates. Data collected from a total of 45 morbidity and and mortality surveys are shown. Biomedical and operational research projects supported by the program are given. Thhe research areas in which there was the greatest % increase in the number of projects funded were parasite-related diarrheas, drug development and management of diarrheal disease. Research is also in progress on community attitudes and practices in relation to diarrheal disease and on the development of local educational materials. The program's organizational structure is briefly described and its financial status summarized. The report ends with a list of new publications and documents concerning health services, research and management of diarrheal diseases.
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  14. 14

    Curriculum and instructional materials. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 19 p. (Series 1, Pt. 7)

    The population education documents and materials abstracted in this section focusing on curriculum and instructional materials are primarily meant for practitioners--teachers, trainers, extension workers, curriculum and material developers, whose role of disseminating population education concepts via the face-to-face approach is greatly enhanced by the use of the more impersonal forms of communication. The materials were selected to provide practitioners with a recommended list of teaching/learning tools and materials which they can use in their work. These materials come in the form of handbooks, manuals, guidebooks, packages, kits and reports. They cover all aspects of materials development, including the procedures in developing various types of materials and showing how population education concepts can be integrated into the various development themes. They also describe teaching/learning and training methods that are participatory in nature--games and simulations, role playing, problem solving, self-awareness exercises, communications sensitivity, human relations, projective exercises, programmed instructions and value clarification. In addition the abstracts provide a general summary of what curriculum areas can be used as entry points for population education concepts.
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  15. 15

    Population education in rural development. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-10. (Series 1, Pt. 6)

    Abstracts are presented of documents and materials which describe how population education has been introduced in the total rural development programs in various parts of the Asian region. The role that rural development agencies can play in bringing population education to the countryside is shown along with the contribution that population education can make in the overall policy and planning of socioeconomic development. Many of the abstracts summarize the various approaches, strategies and procedures used by rural development programs in incorporating family needs and population-related knowledge which can aid in improving rural life. The primary approach which commonly appeared in all the documents was the use of the existing government structure and the network of available resources and labor force in the community to make population education a part of the rural development programs.
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  16. 16

    Population education in the out-of-school youth program. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 15 p. (Series 1, Pt. 5)

    A compendium of abstracts of selected handbooks, case studies and monographs is presented. These abstracts describe how youth programs of various development agencies all over the region have innovatively involved the out-of-school youth in learning population education concepts and practices. A comprehensive inventory of case studies of organizations involved in educating the out-of-school youth on population education concepts in many Asian countries is provided. A variety of alternative strategies and approaches have been tried and tested in many pilot projects. The range of alternatives includes summer camps, vocational and income-generating activities, parents and youth clubs, and youth organizations via the medium of music, sports, education, work and others. A more significant feature of the abstracts is the consolidation of lessons learned from these activities as well as guidelines from these lessons which can be used for planning, designing, implementing and evaluating out-of-school population education programs.
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  17. 17

    Population education in literacy. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-17. (Series 1, Pt. 4)

    The main theme of all the materials that were abstracted and reviewed in the area of population education in literacy is that literacy programs and population education in the non-formal setting must be linked with the real problems and needs of the people if they are to be effective. Highlighted in the abstracts presented are the strategies, guidelines, procedures and the processes used in making population education in literacy programs acceptable to the millions of illiterates, out-of-school youths and adults throughout the Asian region, who are preoccupied with satisfying their immediate needs for food and water. Two successful experimental functional literacy-population education projects carried out by the Adult Education Division of the Ministry of Education in Thailand and the Philippine Rural Reconstruction Movement are reported. Most of the documents reviewed have been both enhanced and enriched by the extensive work and experiences of the UNESCO Regional Office for Asia and Oceania and by the materials of the World Education which are a result of 18 years of practical field work in literacy.
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  18. 18

    Population education in the labor sector. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-9. (Series 1, Pt. 3)

    Abstracts are presented of materials that focus on the issue of population education in Asia's labor sector. The materials reveal that the efforts of mobilizing the labor sector to incorporate population education into their non-formal activities have revolved around trianing of workers, labor management, guidance schemes, production of materials, and provision of family planning services. Population education activities are being carried out through trade union movements, vocational and training programs, cooperatives, rural workers and industrial associations of workers reaching all the professional levels--managers or labor administrators to trade union leaders and workers. These efforts are documented in the manuals, guides, reports, books and booklets which have been abstracted. The International Labor Organization has facilitated the organization and consolidation of efforts of introducing population education into the labor sector at both the regional and the national level.
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  19. 19

    Population education in agriculture. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-8. (Series 1, Pt. 2)

    The abstracts of reports of workshops and meetings presented here reveal the collective efforts of the Food and Agriculture Organization and country organizations in motivating and mobilizing the agricultural sector into integrating population education in its various out-of-school activities, namely, curriculum development, training programs, action-oriented research, and instructional materials development. Enumerated are the various channels used in disseminating population education concepts to reach its various audiences such as cooperatives, small farmer program, inservice staff training, curricula of rural development training institutes, farm and home management courses, vocational courses and others. Along with descriptions of the workshops and conference proceedings, the reports include curriculum materials, syllabi and training courses developed during the workshops.
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  20. 20

    National case studies on the out-of-school population education programs. [Abstract-Bibliography]

    UNESCO. Regional Office for Education in Asia and Oceania. Population Education Clearing House

    In: UNESCO. Regional Office for Asia and Oceania. Population Education Clearing House. Population education as integrated into development programs: a non-formal approach. Bangkok, Thailand, UNESCO Regional Office for Asia and Oceania, 1980. 1-14. (Series 1, Pt. 1)

    Abstracts of 8 national case studies on the out-of-school population education programs in the Asian countries of Bangladesh, India, Indonesia, the Republic of Korea, Pakistan, the Philippines, Sri Lanka and Thailand are presented. Provided is the total picture and the framework upon which the population education in the out-of-school sector in these countries are being conducted. The case studies show that the majority of the out-of-school population education programs have developed by means of a process of evolution rather than as a result of strict systematic planning. To some extent this evolution has been facilitated by several governmental and nongovernmental organizations which initiated the integration of population education into their own development oriented programs such as welfare, literacy, agriculture and labor. The objectives and activities for out-of-school population education have become an organic part of the development programs, many of which are family planning oriented. This situation has brought some confusion regarding how to define population education in the out-of-school sector and what its boundaries are.
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  21. 21

    Bibliography on the health aspects of human reproduction, population dynamics and family planning and related subjects.

    World Health Organization [WHO]. Nursing Unit

    Geneva, Switzerland, WHO, (1971). (NURS/71.1) 53 p.

    The references cited in this bibliography cover the mandates of the United Nations and its specialized agencies in the field of human reproduction, population dynamics and family planning, and other related documents as well as World Health Organization publications dealing with family planning and related subjects.
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  22. 22

    Appendix 2: Sources of information on environment and development.

    Neefjes K

    In: Environments and livelihoods: strategies for sustainability, by Koos Neefjes. Oxford, England, Oxfam, 2000. 221-8. (Development Guidelines)

    This appendix of the book, "Environments and Livelihoods: Strategies for Sustainability", presents sources of information on environment and development. It notes that with the Internet as an extremely useful source of information, UN agencies and some of the development banks have set up Web sites for specific country programs. Annotated listings of Web sites of multilateral organizations, organizations on research and information, and nongovernmental organizations on environment and development are enumerated in this paper. Most of the Web sites listed provide links to other sites. Lastly, Web sites of publishers who specialize in environment and other development issues are also provided in this appendix.
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  23. 23

    Guide to WHO documents concerning adolescent health and development to assist in the programming process, helping young people remain a force for change during the World AIDS Campaign and beyond.

    World Health Organization [WHO]. Department of Child and Adolescent Health and Development

    Geneva, Switzerland, WHO, Department of Child and Adolescent Health and Development, 1999 Oct. 31 p. (WHO/FCH/CAH/99.2)

    This Guide to WHO documents concerning Adolescent Health and Development is the first version of an on-going bibliography as a contribution to expanding and sharing technical assistance in the programming process for adolescent health and development during the World AIDS Campaign. This practical tool kit will respond to the needs of numerous individuals involved in national or institutional planning. Regional Offices produced by the WHO Headquarters or most of the documents cited during the period 1990-99. The references are generally adolescent specific or relate to issues, which may particularly but not exclusively affect adolescents. Users of the guide are encouraged to provide feedback on these and other WHO documents related to public health and program planning which they have found useful in regard to adolescent health and development. Presented in four chapters which follow logical programming steps include 1) building political commitment; 2) assessing priorities for action; 3) maintaining implementation; and 4) monitoring and evaluation. Moreover, these chapters make a few suggestions for possible sub-steps in the programming process, as well as raise issues of varying importance and will differ from place to place in view of the level of program development.
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  24. 24

    Malnutrition and infection: a review.

    Tomkins A; Watson F

    Geneva, Switzerland, World Health Organization [WHO], Administrative Committee on Coordination, Subcommittee on Nutrition, 1989 Oct. [7], 136 p. (ACC / SCN State-of-the-Art Series; Nutrition Policy Discussion Paper No. 5)

    This state-of-the-art UN nutrition policy discussion paper focuses on the interaction of malnutrition and infection in child mortality in developing countries. Given the cyclic nature of the interaction, it is appropriate to define a malnutrition-infection complex. Inadequate dietary intake can cause weight loss or failure of growth in children and lead to low nutritional reserves. This is associated with a lowering of immunity, probably with all nutrient deficiencies. In the case of protein-energy and vitamin A deficiencies, there may be progressive damage to mucosa, lowering resistance to colonization and invasion by pathogens. Under these circumstances, the incidence, severity, and duration of diseases are increased. The disease process itself exacerbates loss of nutrients, inducing malnutrition, which leads, in turn, to further damage to defense mechanisms. The first part of this report reviews present knowledge on malnutrition and infection. The second includes an annotated bibliography of research on the following topics: infection as a risk factor for poor growth, poor growth as a risk factor for infection, vitamin a deficiency as a risk factor for infection, iron deficiency as a risk factor for infection, zinc deficiency as a risk factor for infection, and other vitamins and minerals.
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  25. 25

    Claiming our rights: a manual for women's human rights education in Muslim societies.

    Afkhami M; Vaziri H

    Bethesda, Maryland, Sisterhood is Global Institute, 1996. [4], xiv, 168 p.

    This manual presents a multidimensional framework that allows grassroots Muslim women from various backgrounds to examine the relationship between their basic human rights as inscribed in major international documents and their culture. The introduction contains the manual's objective and background, the major international sources of women's rights, the major premises upon which the manual is based, the theoretical framework of the communication model (involving a communicator, an audience, a medium, and a message), the general structure of the model, and a note to facilitators. The next section presents the learning exercises that can be used by facilitators and participants to discuss women's rights 1) within the family; 2) to autonomy in family planning decisions; 3) to bodily integrity; 4) to subsistence; 5) to education and learning; 6) to employment and fair compensation; 7) to privacy, religious beliefs, and free expression; 8) during times of conflict; and 9) to political participation. Section 3 contains a workshop and facilitator evaluation form. Appendices contain auxiliary material such as relevant religious passages, descriptions of the first heroines of Islam, samples of Arabic proverbs concerning women, the text of international human rights instruments, and a list of various human rights and women's organizations in selected Muslim societies. The manual ends with an annotated bibliography.
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