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Girls count : a global investment & action agenda

LEVINE, Ruth
et al
2008

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"This report is about why and how to put girls at the center of development - to invest in adolescent girls in developing countries. It is about how the health of economies and families depends on protecting the rights of and fostering opportunities for today's girls. It is about how far girls in many developing countries have come over the past two decades - but how far we remain from a world in which girls’ human rights are acknowledged, respected, and protected and in which young women are able to realize their potential to contribute to sustained economic and social progress. "This report calls for a long overdue dialogue among high-level decisionmakers about actions that governments, civil society organizations, development agencies, and the private sector can and should take now"

The 10/90 report on health research 2001-2002

GLOBAL FORUM FOR HEALTH RESEARCH
2002

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Describes the relationships between health & health research, development, poverty alleviation and global security. Explores the idea of health research governance, and recent initiatives in this area. Reviews progress made in the field of priority-setting methodologies, including the 'combined approach matrix'. Gives overview of research priority areas, summarizes public and private investment in health research. Reviews efforts to build networks and partnerships in some priority areas

HIV stress in primary school teachers in Zambia

BAGGALEY, Rachel
et al
1999

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A study was made of stress factors experienced by primary school teachers in Zambia after they had attended a course on stress management and counselling skills. Their pupils were significantly affected by poverty, death and illness of parents, fellow-pupils and teachers, teenage sex and pregnancy, violence in the home and, among girls, low self-esteem. The HIV epidemic had a major bearing on these factors, and there were wide-ranging effects on the teachers' own lives. Despite the training they had been given, many teachers felt that they could not adequately counsel their pupils on these matters. The teachers were in need of continuing support and training to enable them to cope with this aspect of their work

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