Back-8
King, Maurice, 9-9
Kwashiorkor, 25-8
K
L
Language
difficult vocabulary used for awareness raising,
26-34 to 26-35
need to keep it simple, 5-11, 15-18, -16
problem of health workers using big words, 10-14
story of instructor who used diff icu It words,
2-16
suggestions for good writing, 16-16
Lardin Gabas Rural Health Programme (Nigeria)
story about blood worms, 13-6
story about child spacing, 13-6
story about tetanus in newborn babies, 22-6
story telling in health education, 13-5
Latrine building, example of task analysis. 5-7 to 5-9
Learning (See Teaching)
Lesson plans (See Planning a class)
Lighting for theater shows, 27-8
Literacy
as a threat to those in power, 1-15
importance for health workers, 2-7 to 2-8
instructions for using WTND, Part Three
medicine dosage forms for persons who cannot
read, 18-11
report form for midwives who cannot read, 22-7
teaching aids for non-readers, 3-16, 12-17
training program of Paulo Freire, 26-18 to 26-19
Liver disease, role play, 5-13 to 5-16
Lungs
percussing, 11-8
teaching aid, 11-13
(Also see Respiratory problems)
Lymph nodes, swollen, 21-5 to 21-7
M
Magnet-board, 11-19 Maize (corn)
as ‘main food’, 25-40 to 25-43
metal ‘bank’ for storage, 11-1, 25-26 to 25-27,
27-27 to 27-30
native versus hybrid, 15-5 to 15-7
Malaria
and enlarged spleen, 5-13
and sickle cell anemia, 7-6
story from Nigeria, 13-9
Malnutrition (See Nutrition)
Marasmus, 25-8
Market, inspection for cleanliness, 15-9
Mathematics, learning about, 17-1, 18-12
Measles, sociodrama about, 27-2
Medicine, curative (See Curative medicine)
Medicine, preventive (See Preventive medicine)
Medicines, Chapter 18
and beliefs about diet, 23-8
as ‘giveaways’ in under-fives clinics, 22-12
charging too much for, 10-12
for worms and parasites, 19-12
herbal, 18-7
keeping vaccines cold, 16-3 to 16-5
learning to use, 4-5, 18-10 to 18-14, 19-1 to
19-12, 20-10 to 20-11
overuse and misuse, 7-5, 10-13, 18-1 to 18-9
village theater about misuse, 22-11, 27-3 to
27-4, 27-14 to 27-18
(Also see Antibiotics, Dosage of medicines
Injections, Vaccinations)
Midwives, 22-2 to 22-7
as health workers, 2-8 to 2-9
village theater about harmful injections during
birth, 22-11
what midwives and health workers can learn from
each other, 6-5. 22-4
(Also see Childbirth)
Milk (See Breast feeding) Millet, 7-4, 25-40 to 25-
41 Morley, David, 22-15, 25-9 Mouth-to-mouth
breathing, 11-13, 12-22
N
Newsletters, 10-15, 16-14, 16-15, Back-3 to Back-4
Nurses, as trainers of health workers, 2-12, 2-16
Nutrition, Chapter 25
checking for anemia, 25-18
food groups, 25-39 to 25-43
nutrition education, 22-14, 25-31, 25-35 to 25-
44
poor nutrition and poverty, 25-2 to 25-4 posters
about children’s nutrition, 12-4, 12-17,
24-18,25-44
problems of old people and sick people, 25-19,
25-38
solving nutrition problems, 25-6, 25-16, 25-24 to
25-29, 27-19 to 27-26
story about teaching pregnant women, 13-1 to
13-4
surveys of nutrition problems, 25-7 to 25-24 two
kinds of malnutrition, 25-8 under-fives programs,
22-12 to 22-19
warning about food supplements, 25-32
(Also see Breast feeding)
O
Oral rehydration (See Rehydration Drink)
P
Parables, 1-26 to 1-28, 5-7, 13-7 Pharmaceutical
companies, 18-1 to 18-2, 18-7, 27-14
to 27-18