Miltiadis evert biography of mahatma
Setting priorities for safemotherhoodinterventions in resource-scarce settings.
PubMed
Prata, Ndola; Sreenivas, Amita; Greig, Fiona; Walsh, Julia; Potts, Malcolm
Guide policy-makers in prioritizing safemotherhoodinterventions. Three models (LOW, MED, HIGH) were constructed based on 34 sub-Saharan African countries to assess the relative cost-effectiveness of available safemotherhoodinterventions. Cost and effectiveness data were compiled and inserted into the WHO Mother Baby Package Costing Spreadsheet. For each model we assessed the percentage in maternal mortality reduction after implementing all interventions, and optimal combinations of interventions given restricted budgets of US$ , US$ , US$ per capital maternal health expenditures respectively for LOW, MED, and HIGH models. The most cost-effective interventions were family planning and safe abortion (fpsa), antenatal care including misoprostol distribution for postpartum hemorrhage prevention at home deliveries (anc-miso), followed by sepsis treatment (sepsis) and facility-based postpartum hemorrhage management (pph). The combination of interventions that avert the greatest number of maternal deaths should be prioritized and expanded to cover the greatest number of women at risk. Those which save the most number of lives in each model are 'fpsa, anc-miso' and 'fpsa, sepsis, safe delivery' for LOW; 'fpsa, anc-miso' and 'fpsa, sepsis, safe delivery' for MED; and 'fpsa, anc-miso, sepsis, eclampsia treatment, safe delivery' for HIGH settings. Safemotherhoodinterventions save a significant number of newborn lives.
EVALUATION OF A COMMUNITY INTERVENTION FOR PROMOTION OF SAFEMOTHERHOOD IN ERITREA
PubMed Central
Turan, Janet Molzan; Tesfagiorghis, Mekonnen; Polan, Mary Lake
Objectives We evaluated a community-based intervention to promote safemotherhood, focusing on knowledge and behaviors that may prevent maternal mortality and birth complications. The intervention aimed to increase women’s birth pr
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The talking projection: teaching that is not flat
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Andreas Olsson
… of The IADIS …,
from different disciplines. They all have information but from their own perspectives. How can we teach our children to handle this huge difference in information? How do we teach critical thinking? These above mentioned examples illustrate our point: • Yes, we need to educate the Homo Interneticus, but how? Some people say we have to understand how informal learning in online settings takes place because it seems that there is a great success story of informal learning (e.g., Collins & Halverson, ; Thomas & Brown, ). What does this mean for formal schooling? Instead of learning through textbooks, to what extent can we transform characteristics of informal learning into formal teaching? When we choose the option to implement new technology in learning environments, new questions come up: how can a teacher use these new technologies in their learning settings? Do we need new methods and tools, or is there a need to develop new educational methods, or both? Certainly, there are also questions such as, what problems will occur when teachers use new technology? What is a useful design to support interactions among learners when using new technologies (co-located, distance, blended learning)? To what extent, and for which learning scenarios, are different kinds of new technologies helpful, or not? In order to provide answers to those questions, a research and teaching group called Interactive Media and Learning (IML) has started creating a research and teaching center for mobile learning. Developing mobile learning may be one step in establishing a creative learning place where students, teachers and researchers meet. The idea is simple. We design learning spaces of tomorrow, put them into practice and learn from them. We describe mobile learning as a place where learning is constructed, desi
THE NAME ISSUE - Greece and Macedonia
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This project, initiated by law students at the Faculty of Law "Iustinianus Primus" in Skopje, seeks to explore the complex dispute between Greece and Macedonia regarding the latter's name, emphasizing the importance of understanding historical and contemporary issues surrounding the conflict. Students engaged with various sources, including the International Crisis Group, to critically examine the dispute while fostering a sense of responsibility for their country's future. The initiative aimed to stimulate informed public debate, allowing students to present their views and gather perspectives from diverse stakeholders.
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