Education in Emergencies

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Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

These global minimum standards are presented in this handbook, which is the result of a broad and consultative process to develop minimum standards for education in emergencies. From 2003 onwards, working with a broad base of stakeholders, the INEE Working Group on Minimum Standards for Education in Emergencies (WGMSEE) facilitated the development of standards, indicators and guidance notes that articulate the minimum level of educational access and provision to be attained in emergencies, through to the early reconstruction stage. The main components of this development process were national, sub-regional and regional consultations; on-line consultation inputs via the INEE list-serve; and a peer review process. Information gathered from each step was used to inform the next phase of the process. Over 2,250 individuals from more than 50 countries have contributed to the development of the minimum standards. Between January and May 2004, the WGMSEE facilitated four regional consultations covering Africa, Asia, Latin America, and the Middle East and Europe. The 137 delegates to these regional consultations included representatives from affected populations, international and local NGOs, governments and UN agencies in 51 countries. Prior to the regional consultations, delegates and INEE members coordinated over 110 local, national and sub-regional consultations in 47 countries, gathering input and information from NGO, government and UN representatives; donors; academics; and over 1,900 representatives from affected communities, including students, teachers and other education personnel. Delegates at the regional
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JUNE 2011 UNICEF TOGO EDUCATION IN EMERGENCIES AND POST-CRISIS TRANSITION 2010 REPORT EVALUATION

JUNE 2011 UNICEF TOGO EDUCATION IN EMERGENCIES AND POST-CRISIS TRANSITION 2010 REPORT EVALUATION

The 2010 floods in the Maritime Region caused the displacement of 858 school-age children. UNICEF, in collaboration with the regional directorate of education, reacted promptly with the provision of 10 School-in-a-Box kits for 40 students and 3 School-in-a Box kits for 80 students, benefiting a total of 640 students, as well as three tarpaulin sheets of 4x5 meters, nine lamps and some recreational materials. This enabled the displaced children to continue their education while living in the camps, under the supervision of the district inspector and closer monitoring from UNICEF and the regional directorate of education.
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Lebanon Minimum Standards for Education in Emergencies

Lebanon Minimum Standards for Education in Emergencies

Beirut); Wafa Issa (Right to Play MENA); Nabil Jamil (Halba Intermediate School for Boys, The North); Kerstin Karlstrom (UNHCR); Rene Katan (Achrafieh Second High School, Beirut); Raghda Kawas (UNESCO Beirut); Shofyen Khalfaoui (Refugee Education Trust); Gabriel El Khili (UNESCO Beirut); Gaby Jabbour (Right to Play MENA); Sonia Khoury (MEHE); Amina Kleit (Iqra’ Association); Boram Lee (Handicap International/ HelpAge International); Sarah Lee (Concern Worldwide); Louise Le Marié (ANERA Lebanon); Naji Maalouf (MEHE); May Mahdi (Borji Qalaway High School, Nabatieh); Mazen Malaeb (Baysour School, Mount Lebanon); Vanan Mandikjian (UNHCR); Majeda Marah (UNESCO Beirut); Nawal Masalkhi (MEHE); Rima Musallam (Iqra’ Association); Wafa Naser (Iqra’ Association); Moustafa Osman (Osman Consulting); Marwa Ramadan (Iqra’ Association); Albert Rizk (MEHE); Ibtihaj Saleh (Center for Educational Research and Development); Feyrouz Salameh (Mouvement Social); Aline Sfeir (NRC); Ahmad Shamseddine (Haret Hreik High School, Mount Lebanon); Rami Shamseddine (INEE); Jennie Taylor (Save the Children); Firas Toutanji (Right to Play MENA); Nissrine Yasseen (NRC); Zahi Yasseen (Ansariye Elementary School, The South); Salam Younis (MEHE); Khalil Zahri (Zebdine School, Nabatieh); Rania Zakhia (UNICEF); Rawad Zakhour (UNHCR); Hadi Zalzali (MEHE).
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For resources on education in emergencies, visit the INEE Toolkit at

For resources on education in emergencies, visit the INEE Toolkit at

Madlien Al-safadi (Action Aid Jordan), Fadi Hrimat (AVSI), Leen Essa (Caritas Jordan), Fadi Samarneh (Caritas Jordan), Farrukh Mirza (Education Sector Working Group), Maria Paradies (ESWG coordinator ad interim and UNICEF Education Specialist), Muna Nadi (FCA/ACT), Tzvetomira Laub (INEE), Peter Hyll-Larsen (independent INEE consultant), Arianna Pacifico (INEE), George Theodory (INTERSOS), Tamadour Abu Soud (Islamic Relief), Reem Al-Amin (JEN), Anne Rapin (JEN), Khulood Al Zaidi (KnK Japan), Moath Obaidat (Madrasati), Garrett Rubin (MECI), Samia Dalahmeh (MercyCorps), Maisa Asmar (Mercy Corps), Tasneem Ayesh (Mercy Corps), Nuha Abu-Heit (MoE), Samir Al-Amir (MoE), Taghrid Al-Baddawi (MoE), Tamara Al-Hajaya (MoE), Abedel Al-Hakim (MoE), Zainab Al Shawabkeh (MoE), Faisal Al-Suheibeh (MoE), Hashem Al-Zo’bi (MoE), Rudaina Halasa (MoE), Ahmad Hassan (MoE), Alia Jaradat (MoE), Mahmoud Mash’al (MoE), Asma’ Tabasha (MoE), Najah Ahmed Yassin Saleh (MoE), Abeer Ammouri (NRC), Paul Fean (NRC), Reem Shammout (NRC), Sumayah Almohtaseb (QRTA), Hana AL-Khaldi (Right to Play), Ahmad Rababah (Relief Interantional), Sukaina Al-Shdaifat (Relief International), Laila Hussein (Save the Children International), Osama Kana (Save the Children International), Kareem Makkawi (Save the Children Jordan), Mai Mansour (Save the Children Jordan), Sara Al Dureidi (Save the Children Jordan), Sumayyah Abuhamdieh (UNESCO), Awad Al-Shiekh (UNHCR), Fatima Al-Mughrabi (UNICEF), Sajeda Atari (UNICEF), Susan Ayari (UNICEF), Besan Abdel Qader (UNICEF), Muna Sarsak (UNICEF), Zein Tayyeb (UNICEF), Lamis Shishani (War Child Canada), Sumaya Al-Alawneh (War Child UK), Hiba Falahat (We Love Reading), Amani Attili (We Love Reading), Lna Sawalha (World Vision International)
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Preventing Asthma Emergencies in Schools

Preventing Asthma Emergencies in Schools

Legislation supporting stock asthma rescue medication in Illinois schools ensures health benefits for students and protects those administering the medication. Pursuant to the enacted law, stock asthma rescue medication can be prescribed by any physician, physician assistant, or advanced practice registered nurse who has prescriptive authority according to the Physician Assistant Practice Act or the Nurse Practice Act. 41 Prescriptions may be written in the name of an Illinois school district, public school, charter school, or nonpublic school to be stored and used in emergency situations. 41 Schools are directed to store stock asthma rescue medication in any secure location that is accessible where a student is at most risk. 41 Analogous to stock epinephrine, stock asthma rescue medication may be administered by any school nurse or trained school personnel. Those administering stock asthma rescue medication to students are exempt from liability 41 regarding any injury sustained by a student during the administration of asthma rescue medication except in cases of willful harm. Protection of staff ensures that students can receive stock asthma rescue medication in emergencies without staff fearing legal action.
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Abdominal emergencies in the geriatric patient

Abdominal emergencies in the geriatric patient

In this article, we review the deadliest causes of abdominal pain in this population, including mesenteric ischemia, abdominal aortic aneurysm, and appendicitis and potentially lethal no[r]

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Radiological appearances of gynaecological emergencies

Radiological appearances of gynaecological emergencies

acute presentation, it is important to recognise the ground- glass appearance on ultrasound and characteristic high sig- nal intensity on T1- and shading on T2-weighted images on MRI. Where adnexal torsion is suspected, Doppler can demonstrate characteristic whirlpool or corkscrew signs of a twisted vascular pedicle. Contrast-enhanced CT and MRI may demonstrate reduced enhancement in the twisted ovar- ian mass, another diagnostic feature of torsion (Table 1). Where torsion is suspected clinically but diagnostic imaging features are not demonstrated, it should be remembered that imaging cannot be relied upon to confirm the diagnosis. MRI is the most effective modality for characterisation of fibroid degeneration. Red degeneration demonstrates high signal intensity centrally on T1-weighted images due to acute blood and a low signal periphery on T2 due to hae- mosiderin deposition. MRI appearances of submucosal pe- dunculated leiomyomas can demonstrate a “broccoli sign” with heterogeneous signal due to the characteristic stalk linking the herniating fibroid with the endometrial cavity (Table 1). This type of fibroid is at particular risk of torsion. Complications of PID can be demonstrated with ultrasound, with dilated fallopian tubes with internal echogenic debris being a typical feature of pyosalpinx. Although CT and MRI are not routinely used to investigate PID complications, these modalities may demonstrate typically bilateral dilated fallopian tubes and inflammatory changes in the adjacent fat planes (Table 1). In most presentations of gynaecological emergencies, US, and occasionally CT, can be the simplest and quickest way to assess the patient, with MRI reserved for further characterisation of complex masses and problem- solving. Overlap in the presenting features of acute gynae- cologic disease and gastrointestinal disease remains a sig- nificant challenge in the emergency department and imaging plays an important diagnostic role.
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From School Crises and Emergencies

From School Crises and Emergencies

Peer-to-peer relationships are critical during a disaster. The first step for reestablishing these relationships after a disaster is to communicate with staff to: (1) obtain information about the location and well-being of each person, (2) disseminate key messages about the conditions of the schools and (3) determine the location and basic needs of the employees. For example, the Mississippi SEA has established a predetermined communication process in the EOC so that staff can inform the SEA of their location. Preplanned coordinated communication strategies should include both traditional (e.g., phone lines, cell phones) and nontraditional (e.g., ham radios) communication mechanisms and equipment. In 2005, the Texas Education Agency (TEA) established an internal hurricane task force to coordinate a central response to hurricanes Katrina and Rita. Task force members consisted of three retired TEA administrators who devoted their full attention to response and recovery efforts. TEA established two hotlines following Hurricane Katrina—one for teachers and another for LEA administrators. The hotline phones were located in the state’s hurricane center and were managed by two TEA staff members from 7:00 a.m. to 7:00 p.m. The staff created a list of frequently asked questions and answers that were prepared and approved by the task force. Thus, everyone received consistent answers through
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Scrotal emergencies: An imaging perspective

Scrotal emergencies: An imaging perspective

Acute scrotal pain is a common complaint in emergency or primary care practice. A myriad of pathologies need to be considered, and while the clinical history often leads the clinician to the correct diagnosis, radiologists are often called upon to provide further diagnostic information through ultrasonography. Here, we present the sonographic features of various scrotal emergencies, as well as a few pitfalls. Through this, we explore the breadth of urgent pathologies that may be encountered, both traumatic and non-traumatic. For the clinician who performs point-of-care ultrasound, whether in clinic or in the emergency department, we hope that this pictorial article will lay a good foundation for confident and accurate image interpretation. KEY WORDS:
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HELPLINE ON EMERGENCIES FOR PUBLIC SECURITY

HELPLINE ON EMERGENCIES FOR PUBLIC SECURITY

The helpline on emergencies which help the public is designed as per fig 1 here.The registration takes place with the aadhar id and driving license of the user. After login, the victim can make the request to the police who is nearest to the crime scene. In order to avoid sending requests unknowingly, a confirmation alert box is provided to the user to confirm the request for the service. Once the request is confirmed by the user, the request is forwarded to the nearest police officer who belongs to the police department and the coordinating directions are done with the help of Google Maps to track the location using the GPS and gets stored in the cloud database. The approximate time for the emergency service to reach the victim is acknowledged to the user. In order to provide reliable and secure communication, this application allows encrypted messages to be transferred between police and the public.The real time server is designed to maintain and store the case histories which have been registered by the public for the past one year.
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Epilepsy Emergencies: Diagnosis and Management

Epilepsy Emergencies: Diagnosis and Management

Szs and SE are epilepsy emergencies with high morbidity and mortality. Early treat- ment is crucial, and the identification of an underlying etiology informs both continued treatment and prognosis. Many patients have underdiagnosed NCSzs or NCSE, particularly the comatose or critically ill, as well as those with acute or remote brain injury, prior convulsions, or sepsis. How aggressively to treat is controversial, but timely EEG can be useful for diagnosis, management, optimizing treatment response, and determining prognosis in these patients. Refractory conditions can be quite complicated, with limited evidence-based guidance, but treatment should not be restricted by nihilism even in the most prolonged cases, especially if there is not wide- spread irreversible brain injury. Further studies are needed to identify faster delivery mechanisms, appropriate monitoring, and more effective treatment in addition to clar- ifying our basic understanding of how these emergencies occur.
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UROLOGICAL EMERGENCIES IN NEWBORN INFANTS

UROLOGICAL EMERGENCIES IN NEWBORN INFANTS

plete obstruction to urination, such as renal agenesis and posterior urethral valves; 2) those resulting in partial obstruction and dilatation of the urinary tract, such as ure teroceles[r]

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Esophageal emergencies: WSES guidelines

Esophageal emergencies: WSES guidelines

Emergent flexible endoscopy should be performed (a) in case of sharp-pointed objects because of the high risk of full- thickness perforation (up to 35%); (b) in case of button/ disk batt[r]

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National Security Emergencies pdf

National Security Emergencies pdf

I n addition to the natural and tech- nological hazards described in this publication, Americans face threats posed by hostile governments or extremist groups. These threats to national security include acts of terrorism and acts of war. The following is general information about national security emergencies. For more information about how to prepare for them, including volunteering in a Citizen Corps program, see the “For More Infor- mation” chapter at the end of this guide.

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A Clinical study on hypertensive emergencies

A Clinical study on hypertensive emergencies

Marin et al in their study on hypertensive crisis observed that 55% of patients were males among patients with hypertensive emergencies. The proportion of males in hypertensive emergencies were also higher in the study by zampoglione et al. This is probably due to an increased susceptibility of males compared with females to hypertension related target organ damage.

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Rights, emergencies and judicial review

Rights, emergencies and judicial review

TABLE OF CONTENTS PREVENTIVE DETENTION SINCE INDEPENDENCE Malaysia Constitutional Provisions Internal Security Act The Malaysian Court’s Approach Sri Lanka The Constitution, Public Secur[r]

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Recognition and Management of Psychiatric Emergencies

Recognition and Management of Psychiatric Emergencies

Fir s t , let me make a few com- ment s about the specific kinds of emergencies which are known to me through the emergency room of a large general hospital.. Such [r]

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Medical emergencies. The role of the DCP

Medical emergencies. The role of the DCP

The Resuscitation Council of the U.K. issued a definitive document entitled “Medical Emergencies and Resuscitation-Standards for Clinical Practice and Training for Dental Practitioners and Dental Care Professionals in General Dental Practice.” in 2006, and this was prefaced by the GDC. This document clearly defines and details the knowledge and skills expected of all members of the dental team, and is a useful source of reference that will be no doubt update as appropriate. (3)

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Medical Emergencies Occurring at School

Medical Emergencies Occurring at School

Children and adults might experience medical emergency situations because of inju- ries, complications of chronic health conditions, or unexpected major illnesses that occur in schools. In February 2001, the American Academy of Pediatrics issued a policy statement titled “Guidelines for Emergency Medical Care in Schools” (available at: http://aappolicy.aappublications.org/cgi/content/full/pediatrics;107/2/435). Since the release of that statement, the spectrum of potential individual student emergencies has changed significantly. The increase in the number of children with special health care needs and chronic medical conditions attending schools and the challenges associated with ensuring that schools have access to on-site licensed health care professionals on an ongoing basis have added to increasing the risks of medical emergencies in schools. The goal of this statement is to increase pediatricians’ aware- ness of schools’ roles in preparing for individual student emergencies and to provide recommendations for primary care and school physicians on how to assist and support school personnel. Pediatrics 2008;122:887–894
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Drugs for Pediatric Emergencies

Drugs for Pediatric Emergencies

WARNING: There is an increased incidence of apnea when combined with other sedative agents, particu- larly benzodiazepines. Be prepared to administer naloxone. Monitor the patient’s vita[r]

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