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Towards a disability-inclusive emergency response : saving lives and livelihoods for development

SCHERRER, Valérie
2006

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"This article, based on the extensive experience of Handicap International in the field of emergency actions, describes why taking into account disability at an early stage of a crisis (or even better in a disaster preparedness phase) can prevent complications, diminish the number of disabled victims and so safe lives and livelihoods. It also gives some ideas to improve practice"
Zeitschrift Behinderung und Dritte Welt : Journal for Disability and International Development, No 1

Critical thinking [whole issue]

June 2004

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Critical thinking is considered to be part of the holistic development of young children as it is a key ability for children to guide their way through dilemmas, decisions and choices they make in life. This issue includes a review of strategies and teaching methods, and a discussion of the extent to which the youngest children can be considered capable of critical thinking. Fostering critical thinking as an aim of education is then argued for, using the instruments that have been developed to support the implementation of the Convention on the Rights of the Child. The concept of ‘Philosophy for Children’ is examined followed by an exploration of a programmed centred on philosophy for children in Iceland. A programme in the Andes in Argentina looks at the links between philosophy for children and resilience. The Insights From the Field section features the work of Mobile Creches Projects and of the links between critical thinking skills and HIV/AIDS in Mozambique

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