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A Kind of Living | A Simple Solution | Acute Diarrhoeal Diseases
A Simple Solution
Introduction | What the slides are about | Who the slides are for
Arrangement of slides and script | How to use
this slide set
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This slide set was created by UNICEF - WHO India
Thanks to Alard Thiery Fournier for converting the slides to images.
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Introduction
What the slides are about
A programme to curb the effects of diarrhoea in infants and young children.
Who the slides are for
The set is intended mainly for community nurses, hospital nurses and all health
workers in health centres, dispensaries and 'Primary Care' programmes. However,
there is some new, technical and practical information that should be of
interest to doctors concerned with Primary Care, especially hose involved in
training different categories of health worker.
Although some of the slides date back quite a few years they are still useable because the subjects they cover have not
changed.
When giving a lecture using slides you need to keep to the point and only talk about what is illustrated on the slide. It is a good idea to ask one student to be a pointer and to stand at the screen to show the rest of the audience to what the commentary refers. You need to give the audience plenty of time to study the slides and let them try to answer the questions. You should also be prepared to stop for discussion and clarification.
If you are reading the text to yourself cover the answer to the questions with a piece of paper, to stop your eye running on to the answer before you have time to think of it for yourself. You will remember more if you do this.
Arrangement of slides and script
click here to see the 198 thumbnails
of the slides on one page - broadband
click below to see the thumbnails 48 per page -
dialup
Slides 1-48
Slides 49-96
Slides 97-144
Slides 145-198
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How to use this slide set
Try different ways with different students.
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Use individual slides to illustrate your own
lecture-mix them up with slides from other sets.
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Use the set as a complete lecture. You can
just show the slides, and read the commentary, or sit back and listen to
the tape straight through. That takes about one hour. But many students stop
absorbing facts given in this way after about 20 minutes.
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Divide the set (into at least two parts) and
go through it more slowly, especially if the subject is new to the audience.
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Stop for discussion and clarification, and to
follow activities such as are suggested in Teacher's Notes. Many students
find this much more interesting, and they remember more this way.
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Let the audience try to answer the questions.
Much of the script is written as questions and answers-especially where you
can make an observation by looking at a slide, or might be able. to
recall something which was said earlier. Choose the questions that are of
most value to your audience, and give them a genuine chance to answer. You
don't have to stop for all the questions-one per slide is a
satisfactory average.
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Get one student to be pointer. Ask him or her
to stand at the screen and indicate what the commentary refers to. This
helps you to see where students are having difficulty in following
the commentary.
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Review earlier slides. It is valuable to
compare some slides with slides shown earlier in the set. (Slides to review
are mentioned after each slide number). Have the early slide ready so you
can show it again quickly when it is called for.
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Check unfamiliar words. The vocabulary used
in the main text is restricted in order that the
material can be used by those for whom English is a second language. A
glossary of words that may be unfamiliar is given at the end and the words
are underlined (thus, --) the first time that they occur in the text. There
are two lists - one of general and medical words that the audience is
assumed to know, and one of technical terms relevant particularly to this
subject, that students should learn from these slides. Check both lists
before showing the set, and write words that your audience may find
difficult on a blackboard near the screen, and explain them before you show
the slide for which they are needed.
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Private study-cover the answer. If you are
reading this commentary to yourself, cover the answers to the questions with
a piece of paper, to stop your eyes running on to the answer before you have
had time to think of it for yourself. If you look at the answer, it may seem
obvious-even boring-because you recognise it. But if you try to think of it
without help, you may found that you can't recall it. You will remember much
more if you make yourself try to work it out.
Introduction | Slide 1 | Slide 2 | Slide 3 | Slide 4 | Slide 5 | Slide 6 | Slide 7 | Slide 8 | Slide 9 | Slide 10 | Slide 11 | Slide 12 | Slide 13 | Slide 14 | Slide 15 | Slide 16 | Slide 17 | Slide 18 | Slide 19 | Slide 20 | Slide 21 | Slide 22 | Slide 23 | Slide 24 | Slide 25 | Slide 26 | Slide 27 | Slide 28 | Slide 29 | Slide 30 | Slide 31 | Slide 32 | Slide 33 | Slide 34 | Slide 35 | Slide 36 | Slide 37 | Slide 38 | Slide 39 | Slide 40 | Slide 41 | Slide 42 | Slide 43 | Slide 44 | Slide 45 | Slide 46 | Slide 47 | Slide 48 | Slide 49 | Slide 50 | Slide 51 | Slide 52 | Slide 53 | Slide 54 | Slide 55 | Slide 56 | Slide 57 | Slide 58 | Slide 59 | Slide 60 | Slide 61 | Slide 62 | Slide 63 | Slide 64 | Slide 65 | Slide 66 | Slide 67 | Slide 68 | Slide 69 | Slide 70 | Slide 71 | Slide 72 | Slide 73 | Slide 74 | Slide 75 | Slide 76 | Slide 77 | Slide 78 | Slide 79 | Slide 80 | Slide 81 | Slide 82 | Slide 83 | Slide 84 | Slide 85 | Slide 86 | Slide 87 | Slide 88 | Slide 89 | Slide 90 | Slide 91 | Slide 92 | Slide 93 | Slide 94 | Slide 95 | Slide 96 | Slide 97 | Slide 98 | Slide 99 | Slide 100 | Slide 101 | Slide 102 | Slide 103 | Slide 104 | Slide 105 | Slide 106 | Slide 107 | Slide 108 | Slide 109 | Slide 110 | Slide 111 | Slide 112 | Slide 113 | Slide 114 | Slide 115 | Slide 116 | Slide 117 | Slide 118 | Slide 119 | Slide 120 | Slide 121 | Slide 122 | Slide 123 | Slide 124 | Slide 125 | Slide 126 | Slide 127 | Slide 128 | Slide 129 | Slide 130 | Slide 131 | Slide 132 | Slide 133 | Slide 134 | Slide 135 | Slide 136 | Slide 137 | Slide 138 | Slide 139 | Slide 140 | Slide 141 | Slide 142 | Slide 143 | Slide 144 | Slide 145 | Slide 146 | Slide 147 | Slide 148 | Slide 149 | Slide 150 | Slide 151 | Slide 152 | Slide 153 | Slide 154 | Slide 155 | Slide 156 | Slide 157 | Slide 158 | Slide 159 | Slide 160 | Slide 161 | Slide 162 | Slide 163 | Slide 164 | Slide 165 | Slide 166 | Slide 167 | Slide 168 | Slide 169 | Slide 170 | Slide 171 | Slide 172 | Slide 173 | Slide 174 | Slide 175 | Slide 176 | Slide 177 | Slide 178 | Slide 179 | Slide 180 | Slide 181 | Slide 182 | Slide 183 | Slide 184 | Slide 185 | Slide 186 | Slide 187 | Slide 188 | Slide 189 | Slide 190 | Slide 191 | Slide 192 | Slide 193 | Slide 194 | Slide 195 | Slide 196 | Slide 197 | Slide 198
updated: 23 April, 2014
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