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DNHE-3: Time: 3 Hours Maximum Marks: 100

This document outlines the term-end examination for a Diploma in Nutrition and Health Education course. It contains 8 questions to test students' knowledge. Question 1 requires defining 10 terms in 2-3 lines each. The other questions address topics like the dimensions of health, determinants of community health, identifying nutrition problems, supplementary feeding, communicating health messages, and using various strategies and programs to promote nutrition and health education.

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Riddhi Kathe
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139 views6 pages

DNHE-3: Time: 3 Hours Maximum Marks: 100

This document outlines the term-end examination for a Diploma in Nutrition and Health Education course. It contains 8 questions to test students' knowledge. Question 1 requires defining 10 terms in 2-3 lines each. The other questions address topics like the dimensions of health, determinants of community health, identifying nutrition problems, supplementary feeding, communicating health messages, and using various strategies and programs to promote nutrition and health education.

Uploaded by

Riddhi Kathe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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No.

of Printed Pages : 6 DNHE-3

DIPLOMA IN NUTRITION AND


HEALTH EDUCATION

Term-End Examination 00645


June, 2015

DNHE-3 : NUTRITION AND HEALTH


EDUCATION
Time : 3 hours Maximum Marks : 100

Note : Question No. 1 is compulsory. Answer five questions


in all. All questions carry equal marks.

1. Define/Explain the following in 2-3 lines each :


(a) Venn diagram 10x2=20
(b) Active participation
(c) Epidioscope
(d) Innovators
(e) Acute fever
(f) Nutritional status
(g) johari window
(h) KAP
(i) Role-play
(j) Flash cards

2. (a) What is Health ? Explain its various 8


dimensions.
(b) What are the major determinants of 6
community health ?
(c) How will you identify nutrition and health 6
problems in a community ?

DNHE-3 1 P.T.O.
3. (a) What are the various points to be considered 8
during supplementary feeding of an infant
or young child ?
(b) List five messages you would advocate to 5
treat and prevent tuberculosis among
community groups.
(c) What are the various steps to improve 7
relevance and effectiveness of a nutrition or
health message ?

4. (a) How do information centred methods differ 10


from behaviour centred methods in group
communication ? Explain giving examples.
(b) What are the merits and limitations of 5
Television as an audio-visual medium ?
(c) Briefly describe any machine operated 5
device used for communication.

5. (a) What are the principles of participatory 8


learning ?
(b) What are the various folk approaches used 6
in communication ? Explain any two.
(c) What is persuasive approach in 6
communication ?

6. (a) How can rural schools be used for imparting 8


nutrition and health education using
child-to-child strategy ?
(b) How can we assess a community's readiness 6
for change ?
(c) What are the possibilities that exist in a 6
community to practice woman-to-woman
strategy ?

DNHE-3 2
7. (a) What is Mid-Day-Meal programme ? What 6
is its scope and objectives ?
(b) What are the various steps involved in the 6
process of nutrition education ?
(c) How can we promote and sustain 8
community action/practice ?

8. Write short notes on any four of the following :


4x5=20
(a) ICDS
(b) Anemia
(c) Establishing rapport in the community
(d) Educational games
(e) Radio

DNHE-3 3
11%7970-3

Thin aft -grrTar trw 4 istkiliii


IT-Ita Trilan
-
, 2015

11.7.74-3 : 1:111TUT 311T WM itlATT

ART : 3 rtr4 afewurr 37*- : 100


*-e- : 3777 Timr 1 3~ t 1 yff Ow rare kur(q. wq
z;sit swir * 31 FIRM gi

1. F14-I RI fig 1 5i ce.1 en 2-3 T-4zIY 14. tftqTfErd/FFIZ


Tr-4R : 10x2=20
(a) 14141 (*T) alftfi
(b) iirstei ITP-TTriTaT
(c) 41sitoct) ki
(d) la 144)
(e) tV
(f) 4 4 u II 01 cfl 1R
(g) 1-4-r-# fgr-1
.-
(h) * 'R "cft
(i) 1:1-*1-Pi cii.
(j) -Eft cr,1

DNHE-3 4 P.T.O.
2. (a) t r 3-1511171 t? 3Trzn-41 8
wr
- --1-1*I
(b) TfIFF! z111- tzf *TITIgf ffftTiTT 6
(c) 1:17T4 Lilqut 3t1-“ -RzEzi 11-1:Rzrrat tral 374 6
-Trrch). ?

3. (a) i:474err ik(q) trq-rutt au-( fm-1 8


9:riff Tur
(b) Trilqz[ Trilt 14 trf 3411( 3fr{ 49-114q 5
31-rcr k-Rw
(c) 4 4tif 3ih 1 179-4 #491. t-Rkf 3l 7
311Trarar c1 .1-114 rcifiT9 mituf ct1.1- 4
t?

4. (a) 7 k-i-cIR 14
T11 1ski fidfq-ztr 04cIW kro 10
NtimiTA le -g-4)1(fil-9tt
Tcrisz *TiR1
(b) 9 ff-vu 17Tuirl *Tcf 1
117 AT 5
-Erft-A-1-ROzrrg?

(c) 7t-q-R fT4 -rr-


o-u 5
dycn(ur Ti4t.;

5. (a) ti0-TPTI#TVuT i ft31-4ta. qaTF I 8


(b) #.97 if -91wr 7R1. fdfl-T ch 3911 I1 6
c-1-i-4 r? faFt ciul-1W-A71
(c) rikcilk110-11qch 341'11-1 ITT t? 6

DNHE-3 5 P.T.O.
6. (a) -,41*--11(-. chi4-11 c-; +f/7'* tittfuT 8
TETTPRT f4TMT cf.A 711'M rcitiidi-i
77:47 ichif t?
(b) TI4 W-*-1 fiNfTuf ;11 TrliSdP4 6
4 F(cick t?
(c) chl-f-7.11- 74.11t14-1101--(4-Tritffi cni44114 6
wqlq crA re-R Truer fq-agrm 51cil t?

7. (a) erg -1)7-9


\1 4)1414 ;'11 r4#4q. at 6
ca wrr t?
(b) Liplur fzur a-C1 -51-r-wzrr iRri-Hrod faf -.Rol 6
t?
(c) 77:Pi fwzrrm--(1-9. ITT I 1 afr-{ Ti-chur 8
cf)ii -ichciTt?

8. fi+-trirt.gc-i Wri-ER Tffit?[ t.u4 uiii f


(a) 311- Th. t 4x5=20

(b) 791f1-1711
(c) TrITRT #1-0 TRITfrra- 4)(11
(d)
(e) tf-541

DNHE-3 6

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