FREE IGNOU DNHE 003 DIPLOMA PROGRAMME IN NUTRITION AND HEALTH EDUCATION SOLVED ASSIGNMENT 2024-25
Part
A: Descriptive Type Question
1. a. Define community and community nutrition.
Community refers to a group of people living in a specific
geographic area who share common interests, values, and goals, and who interact
with one another regularly. Communities can be defined by geographic
boundaries, social ties, or shared experiences.
Community nutrition focuses on improving the nutritional
status and health of populations by assessing dietary needs, implementing
nutrition programs, and advocating for healthy eating practices. It involves
strategies to address nutritional issues at the community level, such as
preventing malnutrition, promoting balanced diets, and ensuring access to
healthy food resources.
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| FREE IGNOU DNHE 003 Diploma Programme in Nutrition and Health Education SOLVED ASSIGNMENT 2024-25 |
b. As a community worker what steps you will follow in identifying
and solving existing problems in the community. Enumerate.
As a community worker, identifying and solving existing
problems in the community involves a systematic approach:
Conduct Needs Assessment: Start by gathering data through
surveys, interviews, and focus groups to identify the community’s needs,
concerns, and existing problems. This involves engaging with community members
to understand their perspectives and priorities.
Analyze Data: Review and analyze the collected data to
identify patterns, trends, and key issues. This helps in understanding the
severity and scope of the problems.
Prioritize Issues: Based on the analysis, prioritize the
problems according to their impact on the community and the feasibility of
addressing them. Focus on issues that have the most significant effect or are
most urgent.
Develop Action Plans: Create detailed action plans outlining
strategies and steps to address the prioritized issues. This should include
setting clear objectives, defining roles and responsibilities, and establishing
timelines.
Engage Stakeholders: Collaborate with community members,
local organizations, and other stakeholders to gain support and resources. Involve
them in planning and implementing solutions to ensure community buy-in and
effectiveness.
Implement Solutions: Execute the action plans by implementing
the strategies developed. Monitor progress and make adjustments as needed to
address any challenges or unforeseen issues.
Evaluate and Review: Continuously evaluate the effectiveness
of the implemented solutions. Collect feedback from the community and assess
whether the problems have been adequately addressed.
Adjust and Sustain: Based on evaluation results, make
necessary adjustments to improve the interventions. Develop plans for
sustaining successful initiatives and addressing emerging issues.
Following these steps ensures a comprehensive approach to
problem-solving and helps build a healthier, more resilient community.
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2. a. Define Nutritional surveillance. Elaborate its components.
Nutritional surveillance is a systematic process of
monitoring and assessing the nutritional status and trends within a population.
It involves the continuous collection, analysis, and interpretation of data
related to dietary intake, nutritional status, and related health indicators to
identify nutritional problems and inform policy and program development.
Components of
Nutritional Surveillance:
1. Data Collection: Gathering
information on dietary intake, anthropometric measurements (e.g., height,
weight), and biochemical indicators (e.g., blood nutrient levels).
2. Data Analysis: Analyzing collected
data to identify trends, prevalence of nutritional deficiencies or excesses,
and emerging issues.
3. Data Interpretation: Interpreting the
results to understand the nutritional status of the population and determine
the impact on public health.
4. Reporting and Dissemination:
Communicating findings to stakeholders and policymakers to guide
decision-making and intervention strategies.
5. Program Evaluation: Assessing the
effectiveness of nutritional interventions and programs based on surveillance
data to ensure improvements in nutritional outcomes.
b. Differentiate between mental health and social health.
Mental Health refers to an individual’s emotional,
psychological, and cognitive well-being. It involves the ability to manage
stress, maintain positive relationships, work productively, and make decisions.
Good mental health is characterized by a balanced emotional state, resilience
to stress, and effective coping mechanisms. Issues in mental health can include
disorders such as depression, anxiety, and bipolar disorder.
Social Health, on the other hand, pertains to the quality of
an individual's relationships and their ability to interact and communicate
effectively with others. It involves forming and maintaining positive
relationships, participating in social activities, and feeling connected to a
community. Social health is influenced by one's social networks, support
systems, and the ability to engage in meaningful social interactions. Problems
in social health can manifest as social isolation, relationship difficulties,
or lack of community involvement.
While mental health focuses on internal emotional and
cognitive states, social health emphasizes external interactions and
relationships with others. Both are crucial for overall well-being and often
influence each other.
3. a. Explain how acceptability of food is influenced by social and
cultural factors?
The acceptability of food is significantly influenced by
social and cultural factors:
1. Cultural Traditions: Food preferences
and practices are deeply rooted in cultural traditions. Traditional dishes,
cooking methods, and eating habits often reflect cultural identity and
heritage, shaping what is considered acceptable and desirable.
2. Social Norms: Social norms and values
play a crucial role in food acceptability. Dietary choices can be influenced by
societal expectations, peer behaviors, and family traditions, affecting what is
consumed and how it is prepared.
3. Religious Beliefs: Religious
practices and dietary restrictions can dictate acceptable foods. For example,
certain religions prescribe or prohibit specific foods, impacting what individuals
are willing to eat.
4. Economic Factors: Social class and
economic status influence access to and preference for certain foods. Economic
conditions can determine the availability and affordability of various foods,
affecting their acceptability.
5. Health Trends: Social trends and
health movements also impact food choices. Increasing awareness of health and
wellness can lead to preferences for organic, low-fat, or vegetarian options.
b. Explain Role play method as group communication method.
Role Play is a group communication method where participants
act out specific roles in a simulated scenario to explore and practice
communication skills, problem-solving, and interpersonal dynamics.
In role play, individuals are assigned roles and given a
context or situation to enact. This method allows participants to experience
different perspectives, respond to various stimuli, and engage in interactive
dialogue within a controlled environment.
Key Benefits:
1. Skill Development: Role play helps
participants develop communication, negotiation, and conflict resolution skills
by actively engaging in realistic scenarios.
2. Empathy Building: By assuming
different roles, individuals gain insight into others' perspectives and
experiences, fostering empathy and understanding.
3. Feedback and Reflection: Participants
receive feedback from peers and facilitators, allowing for reflection on their
performance and areas for improvement.
4. Problem-Solving: It provides a
platform to explore potential solutions to issues in a safe setting, enhancing
problem-solving skills.
Overall, role play enhances group communication by offering a
dynamic and interactive way to practice and improve interpersonal interactions.
4. a. What do you understand by Mass Communication? Give
classification of Mass Communication Media.
Mass Communication refers to the process of disseminating
information to a large, diverse audience through various media channels. It
involves the transmission of messages from a single source to a broad audience,
often through channels that enable simultaneous delivery to many people.
Classification of Mass
Communication Media:
·
Print
Media: Includes newspapers, magazines, journals, and brochures. Print media
offers detailed and in-depth information and is often used for news, feature stories,
and advertising.
·
Broadcast
Media: Consists of television and radio. Television provides visual and audio
content, while radio focuses on audio broadcasting. Both are used for news,
entertainment, and public service announcements.
·
Digital
Media: Encompasses online platforms such as websites, social media, blogs, and
streaming services. Digital media allows for interactive and real-time
communication, reaching audiences globally.
·
Outdoor
Media: Includes billboards, posters, transit ads, and other forms of
advertising displayed in public spaces. Outdoor media is used for
high-visibility messaging and branding.
·
Film
and Cinema: Involves motion pictures and documentaries shown in theaters or via
streaming services. Film and cinema are used for entertainment, education, and
artistic expression.
b. Elaborate any one audio-visual aid used as mass communication
method.
Television is a prominent audio-visual aid used in mass
communication. It combines both audio and visual elements to deliver content,
making it a powerful medium for reaching large audiences.
Features:
1. Visual and Audio Integration:
Television broadcasts include both visual imagery and sound, which enhances the
communication of information through engaging and dynamic presentations. This
combination helps in capturing viewers' attention and conveying messages more
effectively.
2. Wide Reach: Television has a broad
reach, capable of transmitting signals to diverse geographic locations and
various demographic groups. This widespread accessibility makes it an
influential medium for news, entertainment, and educational content.
3. Real-time Broadcasting: TV allows for
live broadcasts, enabling real-time dissemination of news, events, and live
programming. This immediacy keeps audiences informed and connected with current
affairs.
4. Interactive Features: Modern
television, particularly through smart TVs and digital platforms, offers
interactive features like on-demand content, social media integration, and
audience participation, enhancing viewer engagement.
5. Television remains a significant tool
in mass communication due to its ability to simultaneously engage multiple
senses and its extensive reach across different audience segments.
5. a. What points you will keep in mind while developing good radio
educational programmes? Describe briefly.
When developing
effective radio educational programs, consider the following points:
·
Audience
Understanding: Tailor content to the target audience's age, interests, and
educational needs to ensure relevance and engagement.
·
Clear
Objectives: Define specific learning goals for the program to guide content
development and measure effectiveness.
·
Engaging
Content: Use compelling narratives, relatable examples, and interactive
elements to maintain listener interest.
·
Clarity
and Simplicity: Present information clearly and simply, avoiding jargon to
ensure accessibility for all listeners.
·
Regular
Feedback: Gather and incorporate listener feedback to refine content and
address any gaps or concerns.
·
Quality
Production: Ensure high audio quality and professional production to enhance
credibility and listener experience.
b. How you will classify teaching aids used for communication?
Teaching aids used for communication can be classified into:
·
Visual
Aids: These include charts, diagrams, maps, and multimedia presentations that
help illustrate concepts and engage visual learners.
·
Audio
Aids: Includes recordings, podcasts, and radio broadcasts that provide auditory
information and cater to auditory learners.
·
Audio-Visual
Aids: Combine both audio and visual elements, such as videos, films, and
interactive whiteboards, to enhance understanding through multiple sensory
inputs.
·
Print
Aids: Textual materials like textbooks, handouts, and brochures that provide
detailed information and reference material.
·
Interactive
Aids: Tools such as educational games, simulations, and digital apps that
involve active participation and enhance learning through interaction.
·
Each
type supports different learning styles and enhances communication
effectiveness in educational settings.
6. a. What do you understand by Non-machine media? Explain by giving
some examples.
Non-machine media refers to communication tools and methods
that do not rely on electronic devices or technology. These media are often
traditional and involve direct, physical interaction.
Examples:
1. Printed Materials: Books, newspapers,
magazines, and brochures provide information through written text and images,
accessible without electronic devices.
2. Posters and Billboards: Visual
advertisements displayed in public spaces that convey messages to passersby.
3. Face-to-Face Communication: Direct
conversations and presentations that allow for immediate interaction and
feedback.
4. Community Bulletin Boards: Physical
boards in public places where announcements, events, and information are posted
for community viewing.
5. Non-machine media relies on tangible
forms of communication, making it accessible without digital technology.
b. Write steps for making flip chart on ‘Breastfeeding’.
To create a flip chart on ‘Breastfeeding’, follow these
steps:
·
Research
and Outline: Gather accurate information on breastfeeding benefits, techniques,
and guidelines. Create an outline of key topics to cover.
·
Design
Layout: Plan the flip chart layout with clear, organized sections. Each page
should focus on a specific aspect, such as benefits, positioning, or common
concerns.
·
Create
Visuals: Design and draw simple, informative visuals and diagrams. Include
images showing proper breastfeeding techniques and benefits.
·
Prepare
Text: Write concise, easy-to-understand text for each section. Use bullet
points and short sentences to ensure clarity.
·
Assemble
Flip Chart: Use sturdy paper or cardboard for pages. Attach them to a binder or
use a spiral binding. Ensure pages are easy to flip and display information
clearly.
·
Review
and Revise: Check for accuracy and readability. Revise as needed to ensure the
flip chart is informative and user-friendly.
7. a. Explain communication process by giving flow diagram.
Communication Process:
·
Sender:
Initiates the message.
·
Encoding:
Sender converts the message into symbols, language, or gestures.
·
Message:
The encoded information that is sent.
·
Channel:
The medium through which the message is transmitted (e.g., speech, email).
·
Receiver:
The person or group who receives the message.
·
Decoding:
Receiver interprets the message.
·
Feedback:
The receiver’s response or reaction to the message.
·
Noise:
Any external factors that can distort or interfere with the message.
b. Justify the statement ‘Folk arts of India are effective
communication approach for addressing community issues’, giving suitable
examples of folk art used in India.
Folk arts in India are powerful communication tools for
addressing community issues due to their deep cultural roots and widespread
appeal. These traditional art forms effectively engage communities and convey
messages in relatable and impactful ways.
·
Puppetry
(Kathputli): In Rajasthan, Kathputli performances address social issues like
child marriage and health awareness through storytelling and visual drama.
Puppets act out narratives that highlight problems and propose solutions in an
engaging manner.
·
Street
Plays (Nukkad Natak): Popular in urban and rural areas, these plays address
issues such as sanitation, gender equality, and education. They use humor and
drama to capture attention and provoke thought, leading to community action.
·
Folk
Music (Bhaona): In Assam, Bhaona performances combine music and dance to spread
messages about social harmony, environmental conservation, and cultural
preservation. The music’s emotional appeal helps convey important social
messages effectively.
These folk arts are rooted in local traditions, making them
relatable and accessible. They use storytelling, music, and performance to
engage audiences, making complex issues understandable and prompting community
involvement and change.
8. a. Describe the steps of analytical approach.
The analytical approach involves a systematic method to
understand and evaluate complex issues. Here are the steps:
·
Define
the Problem: Clearly identify and articulate the issue or question to be
analyzed.
·
Gather
Data: Collect relevant information and data from various sources. This may
include quantitative data, qualitative insights, and historical context.
·
Organize
Data: Sort and categorize the collected data to identify patterns, trends, and
relationships. Use tools like charts, graphs, or databases for better
visualization.
·
Analyze
Data: Apply analytical methods to interpret the data. This may involve
statistical analysis, comparative analysis, or thematic analysis to uncover
insights and draw conclusions.
·
Develop
Findings: Synthesize the analysis to summarize key findings and insights.
Identify implications and potential impacts.
·
Formulate
Recommendations: Based on the findings, propose actionable solutions or
recommendations to address the problem or improve the situation.
·
Report
Results: Present the analysis and recommendations in a clear, structured
format, often including visual aids to enhance understanding.
b. Justify the statement ‘Dialogue approach provides more
opportunity for sharing of knowledge, skills and experiences’ giving suitable
examples.
The dialogue approach fosters more effective sharing of
knowledge, skills, and experiences by encouraging open, interactive
communication and collaboration. This method creates a space for participants
to exchange ideas, ask questions, and provide feedback, leading to a richer and
more diverse understanding of the subject matter.
Examples:
Workshops and Training Sessions: In professional development
settings, dialogue-based workshops enable participants to discuss real-world
challenges, share best practices, and learn from each other’s experiences. For
instance, a workshop on project management may include discussions where
professionals share their strategies for handling project delays, thus
enriching the learning experience.
Community Forums: In community health initiatives, dialogue
forums allow local residents to share personal health experiences and
strategies for coping with issues like diabetes or hypertension. This exchange
of knowledge between healthcare providers and community members helps in
tailoring more effective health interventions and creating a supportive
environment.
Educational Settings: In classrooms, dialogue-based teaching
methods encourage students to engage in discussions, ask questions, and explore
various viewpoints. For example, in a history class, students discussing
different historical interpretations can deepen their understanding and develop
critical thinking skills.
9. a. Describe the process of
woman-to-woman strategy in communication.
The woman-to-woman strategy in communication is a targeted
approach that emphasizes direct, personal communication between women to
address specific issues or promote initiatives. This strategy leverages the
shared experiences and understanding of women to facilitate effective and
empathetic communication.
Process:
·
Identify
Objectives: Clearly define the goals of the communication strategy, such as
increasing awareness about women’s health, promoting women’s empowerment, or
supporting women’s community initiatives.
·
Select
Ambassadors: Choose women leaders, influencers, or peers who resonate with the
target audience. These individuals should have credibility and a strong
connection to the community they will engage.
·
Engage
in Dialogue: Foster open, respectful conversations between women. This can
occur through community meetings, workshops, or informal gatherings where women
can share their experiences and insights.
·
Share
Experiences: Allow women to discuss personal stories and challenges, which
helps build trust and solidarity. Sharing practical advice and solutions can
empower others and facilitate mutual support.
·
Encourage
Peer Support: Promote networking and mentoring among women. Encourage them to
support each other by sharing resources, knowledge, and encouragement.
·
Monitor
and Evaluate: Assess the effectiveness of the strategy by gathering feedback
from participants and evaluating outcomes against the initial objectives. Make
adjustments as needed to improve the approach.
By focusing on woman-to-woman communication, this strategy
creates a supportive environment where women feel understood and empowered to
address their needs and challenges effectively.
b. Give advantages and limitations of film strips/slides.
Advantages of Film
Strips/Slides:
·
Visual
Engagement: Provide clear, focused visuals that enhance understanding and
retention of information.
·
Sequential
Presentation: Allow for organized, step-by-step presentation of content.
·
Cost-Effective:
Often less expensive to produce compared to high-tech multimedia options.
·
No
Special Equipment: Can be used with basic projectors, making them accessible in
various settings.
Limitations of Film
Strips/Slides:
·
Lack
of Interactivity: Limited to static images with no interactive features or
real-time engagement.
·
Inconvenience:
Requires physical setup and handling, which can be cumbersome and
time-consuming.
·
Limited
Content: Cannot convey dynamic or audio elements, restricting the richness of
the information presented.
10. a. What is ‘Johari window’? How it is useful in communication
between worker and community?
The Johari Window is a
psychological tool developed by Joseph Luft and Harrington Ingham, designed to
enhance self-awareness and improve interpersonal communication. It consists of
four quadrants:
·
Open
Area: Information known to both the individual and others.
·
Blind
Spot: Information known to others but not to the individual.
·
Hidden
Area: Information known to the individual but not shared with others.
·
Unknown
Area: Information unknown to both the individual and others.
Usefulness in
Communication:
·
Increased
Self-Awareness: Helps individuals recognize their own behaviors and attitudes,
fostering personal growth and better interactions with others.
·
Enhanced
Trust: Encourages sharing of personal insights and feedback, building trust and
openness in relationships.
·
Effective
Feedback: Facilitates constructive feedback from the community, helping workers
understand their impact and improve their approach.
·
Reduced
Misunderstandings: By exploring the blind and hidden areas, the Johari Window
helps clarify communication, reducing potential conflicts and enhancing
collaboration.
In community settings, this tool helps bridge gaps between
workers and community members, promoting clearer, more empathetic interactions.
b. Explain any one process model (Level I-Level IV) used in
organizing nutrition and health programmes.
Level I: Situation Analysis is a process model used in
organizing nutrition and health programs. It involves assessing the current
situation to understand the context and needs before designing and implementing
interventions.
Steps in Level I:
Situation Analysis:
·
Define
Objectives: Clearly outline the goals of the program, such as improving
nutritional status or reducing disease prevalence.
·
Gather
Data: Collect relevant data on health and nutrition indicators, demographic
information, existing services, and community needs. This can involve surveys,
interviews, and reviewing existing reports.
·
Analyze
Data: Examine the collected data to identify key issues, gaps in services, and
specific needs of the target population. This helps in understanding the
underlying causes of health and nutrition problems.
·
Identify
Resources: Assess available resources, including financial, human, and material
resources, to determine how they can be allocated effectively.
·
Stakeholder
Engagement: Involve stakeholders, such as community members, health
professionals, and local organizations, to gather insights and gain support.
·
Utility:
This process model provides a comprehensive understanding of the situation,
ensuring that the subsequent program design is based on real needs and grounded
in local context. It helps in prioritizing interventions and aligning resources
effectively.
Section
B – Application Question (AQ) (40 marks)
1. Prepare a chart for any one of the following theme given below
(Refer DNHE-3,Vol-1, Unit-10 for guidelines for preparation):
a. Immunization
b. Supplementary feeding programmes
c. Hypertension
Definition: Immunization is the process by which an
individual is protected from infectious diseases through vaccination. Vaccines
stimulate the immune system to recognize and fight pathogens without causing
the disease itself.
Importance:
Disease Prevention: Reduces the risk of contracting and
spreading infectious diseases.
Herd Immunity: Protects the community by reducing the overall
prevalence of diseases.
Public Health: Contributes to the control and eradication of
diseases, improving overall public health.
2. Types of Vaccines
a. Live Attenuated
Vaccines:
Description: Contain weakened forms of the virus or bacteria.
Examples: Measles, Mumps, Rubella (MMR), Tuberculosis (BCG).
b. Inactivated or
Killed Vaccines:
Description: Contain killed or inactivated pathogens.
Examples: Polio (IPV), Hepatitis A, Rabies.
c. Subunit,
Recombinant, or Conjugate Vaccines:
Description: Contain parts of the pathogen (e.g., proteins or
sugars) to stimulate an immune response.
Examples: Haemophilus influenzae type b (Hib), Human
Papillomavirus (HPV), Pneumococcal.
d. Messenger RNA
(mRNA) Vaccines:
Description: Use genetic material to instruct cells to
produce a protein that triggers an immune response.
Examples: COVID-19 vaccines (Pfizer-BioNTech, Moderna).
3. Vaccine Schedule
a. Infants and
Children:
Birth: Hepatitis B (HBV)
2 Months: DTP (Diphtheria, Tetanus, Pertussis), IPV (Polio),
Hib (Haemophilus influenzae type b), PCV (Pneumococcal), RV (Rotavirus)
4 Months: DTP, IPV, Hib, PCV, RV
6 Months: DTP, IPV, Hib, PCV, RV, Influenza (yearly)
12-15 Months: MMR, Varicella (Chickenpox), Hepatitis A
4-6 Years: DTP, IPV, MMR, Varicella
b. Adolescents:
11-12 Years: Tdap (Tetanus, Diphtheria, Pertussis), HPV,
Meningococcal
c. Adults:
Annual: Influenza
Every 10 Years: Td (Tetanus, Diphtheria) booster
4. Vaccine
Administration
a. Routes:
Intramuscular (IM): Most vaccines, including DTP, IPV,
Hepatitis B.
Subcutaneous (SC): Some vaccines like MMR and Varicella.
Oral: Some vaccines like Rotavirus.
b. Dosage:
Follow the recommended dosage as per the vaccine guidelines,
often involving a series of doses for optimal immunity.
5. Storage and
Handling
a. Storage
Conditions:
Cold Chain: Vaccines must be stored at specific temperatures
(generally 2-8°C) to remain effective.
Avoid Freezing: Some vaccines are sensitive to freezing and
should not be exposed to temperatures below 0°C.
b. Handling:
Reconstitution: Some vaccines require mixing with a diluent
before administration.
Expiry: Ensure vaccines are used before their expiration
dates.
6. Side Effects and Management
a. Common Side Effects:
Mild: Fever, soreness at the injection site, mild rash.
Severe: Rare, but can include allergic reactions.
b. Management:
Immediate Care: Monitor for allergic reactions, provide
antipyretics for fever.
Report Adverse Events: Report any severe or unexpected
reactions to health authorities.
7. Barriers to
Immunization
a. Accessibility Issues:
Geographical Barriers: Remote areas may have limited access
to vaccination services.
Healthcare Infrastructure: Lack of facilities or trained
personnel.
b. Socioeconomic
Factors:
Cost: Some vaccines may have associated costs.
Awareness: Lack of knowledge about the importance of immunization.
c. Cultural and Personal Beliefs:
Misinformation: Myths and misconceptions about vaccines.
Religious or Personal Beliefs: Some individuals may refuse
vaccination due to personal beliefs.
8. Strategies to
Improve Immunization Rates
a. Public Awareness
Campaigns:
Education: Inform the public about the benefits and safety of
vaccines.
Media: Use various media channels to disseminate accurate
information.
b. Improving
Accessibility:
Mobile Clinics: Use mobile units to reach underserved areas.
Free Vaccination Programs: Provide vaccines at no cost to
remove financial barriers.
c. Healthcare Provider
Engagement:
Training: Ensure healthcare providers are well-informed about
vaccination schedules and safety.
Counseling: Offer counseling to address concerns and
encourage vaccine uptake.
9. Global
Initiatives
a. World Health
Organization (WHO):
Immunization Programs: Coordinate global efforts to increase
vaccination coverage and eradicate diseases.
b. Gavi, the Vaccine
Alliance:
Support: Provide funding and resources to support vaccination
programs in low-income countries.
c. UNICEF:
Advocacy: Promote and support vaccination efforts worldwide
to improve child health.
This comprehensive chart on immunization covers key aspects,
including types of vaccines, schedules, administration, storage, side effects,
and strategies for improving immunization rates. It provides a detailed
overview for understanding and implementing effective immunization programs.
2. a) Think and write any two topics on which you can use Child-to
child approach for educating community.
b) Educate children of your community on any one of the above
selected topics and record their views.
3. Develop a board game with instructions for school going children
on any one of the following theme (Refer DNHE-3,Vol-2, Unit 14): a. Green
environment b. Food groups
4. Prepare two short role play script related to infectious diseases
/ deficiency diseases. Attach the scripts in the answer sheet (Refer
DNHE-3,Vol-1, Unit-9 and Annexure-1)
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IGNOU Instructions for the DNHE 003 DIPLOMA PROGRAMME IN NUTRITION AND HEALTH EDUCATIONAssignments
DNHE 003 ECONOMICS OF GROWTH AND DEVELOPMENT
Assignment 2024-25 Before attempting the assignment,
please read the following instructions carefully.
1. Read the detailed
instructions about the assignment given in the Handbook and Programme Guide.
2. Write your enrolment
number, name, full address and date on the top right corner of the first page
of your response sheet(s).
3. Write the course title,
assignment number and the name of the study centre you are attached to in the
centre of the first page of your response sheet(s).
4. Use only foolscap
size paper for your response and tag all the pages carefully
5. Write the relevant question
number with each answer.
6. You should write in your
own handwriting.
GUIDELINES FOR IGNOU Assignments 2024-25
MEG 02 ECONOMICS OF GROWTH AND DEVELOPMENT
Solved Assignment 2024-25 You will find it useful to keep the following points in
mind:
1. Planning: Read the questions carefully. Go through the units on which
they are based. Make some points regarding each question and then rearrange
these in a logical order. And please write the answers in your own words. Do
not reproduce passages from the units.
2. Organisation: Be a little more selective and analytic before drawing up a
rough outline of your answer. In an essay-type question, give adequate
attention to your introduction and conclusion. The introduction must offer your
brief interpretation of the question and how you propose to develop it. The
conclusion must summarise your response to the question. In the course of your
answer, you may like to make references to other texts or critics as this will
add some depth to your analysis.
3. Presentation: Once you are satisfied with your answers, you can write down
the final version for submission, writing each answer neatly and underlining
the points you wish to emphasize.
IGNOU Assignment Front Page
The top of the first page of
your response sheet should look like this: Get IGNOU Assignment Front page through. And
Attach on front page of your assignment. Students need to compulsory attach the
front page in at the beginning of their handwritten assignment.
ENROLMENT NO: …………………………
NAME: …………………………………………
ADDRESS: ………………………………………
COURSE TITLE: ………………………………
ASSIGNMENT NO: …………………………
STUDY CENTRE: ……………………………
DATE: ……………………………………………
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