Library Catalogue

Society, health and development : (Record no. 23130)

MARC details
000 -LEADER
fixed length control field 05365nam a22002177a 4500
003 - CONTROL NUMBER IDENTIFIER
control field KENaKMTC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20230517075811.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 230517b ||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780435401030
040 ## - CATALOGING SOURCE
Transcribing agency DLC
050 ## - LIBRARY OF CONGRESS CALL NUMBER
Classification number HM681
Item number .H39 2008
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Haworth,Elizabeth
245 ## - TITLE STATEMENT
Title Society, health and development :
Remainder of title level 2 higher diploma/
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Harlow, Essex,
Name of publisher, distributor, etc A Pearson Company
Date of publication, distribution, etc c2008
300 ## - PHYSICAL DESCRIPTION
Extent xiii,260p.:
Other physical details ill(some color).;
Dimensions 27cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Includes Bibliographical references and Index
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note <br/>Acknowledgements v <br/>Introduction to the qualification vi <br/>How to use this book xii <br/>Principles, values and personal development<br/>2 (28)<br/>Principles and values<br/>4 (2)<br/>Belief systems<br/>6 (2)<br/>Rights and choice<br/>8 (2)<br/>Putting the value base into practice<br/>10 (2)<br/>Partnerships<br/>12 (2)<br/>We need to talk about that<br/>14 (2)<br/>Privacy, dignity and abuse<br/>16 (2)<br/>Promoting independence, challenging inappropriate behaviour<br/>18 (2)<br/>We all need guidance<br/>20 (2)<br/>Who am I?<br/>22 (2)<br/>Wanted, people like you<br/>24 (2)<br/>Pause for reflection<br/>26 (4)<br/>Assessment guide<br/>28 (2)<br/>Working together and communicating<br/>30 (26)<br/>Communication<br/>32 (2)<br/>Individual needs in communication<br/>34 (2)<br/>How to overcome barriers<br/>36 (2)<br/>Let's get together<br/>38 (2)<br/>Working with other people<br/>40 (2)<br/>Purpose of recording and reporting information<br/>42 (2)<br/>Get the record straight<br/>44 (2)<br/>Safe and secure<br/>46 (2)<br/>Sharing information<br/>48 (2)<br/>The importance of partnerships<br/>50 (2)<br/>Work as a team and be effective<br/>52 (4)<br/>Assessment guide<br/>54 (2)<br/>Safeguarding and protecting individuals<br/>56 (28)<br/>Read all about it<br/>58 (2)<br/>Safe in the arms of the law<br/>60 (2)<br/>Protection of individuals<br/>62 (2)<br/>How to stay safe<br/>64 (2)<br/>It's an emergency<br/>66 (2)<br/>More emergencies<br/>68 (2)<br/>How infectious!<br/>70 (2)<br/>The super bugs and others<br/>72 (2)<br/>A risky business<br/>74 (2)<br/>Don't risk it<br/>76 (2)<br/>The signs of abuse<br/>78 (2)<br/>Trust me<br/>80 (4)<br/>Assessment guide<br/>82 (2)<br/>Growth, development and healthy living<br/>84 (28)<br/>Starting out<br/>86 (2)<br/>What a lovely child<br/>88 (2)<br/>Teenagers<br/>90 (2)<br/>All grown up<br/>92 (2)<br/>Nothing to prove<br/>94 (2)<br/>The health sector and settings<br/>96 (2)<br/>The Children and Young People sector<br/>98 (2)<br/>The social care sector<br/>100 (2)<br/>Life events<br/>102 (2)<br/>Under the influence<br/>104 (2)<br/>Lifestyle choices<br/>106 (2)<br/>Lifestyle assessment<br/>108 (4)<br/>Assessment guide<br/>110 (2)<br/>Needs and preferences<br/>112 (28)<br/>What do we mean by human needs?<br/>114 (2)<br/>Changing needs across the life span<br/>116 (2)<br/>Individual preferences and choices<br/>118 (2)<br/>Older people's preferences and choices<br/>120 (2)<br/>Speak to me, hear me: I matter!<br/>122 (2)<br/>Informal carers - who are they and what do they do?<br/>124 (2)<br/>Assessent, planning, implementation and review (APIR)<br/>126 (2)<br/>Practice with children and young people<br/>128 (2)<br/>How multidisciplinary working links to APIR: a health sector example<br/>130 (2)<br/>Service delivery and how this is designed to meet individual and community needs<br/>132 (2)<br/>Keeping track of interventions<br/>134 (2)<br/>What about all the information collected?<br/>136 (4)<br/>Assessment guide<br/>138 (2)<br/>Antisocial and offending behaviour<br/>140 (24)<br/>Why do people behave like that?<br/>142 (2)<br/>Stephen, the ASBO kid<br/>144 (2)<br/>Antisocial and offending behaviour-what's the difference?<br/>146 (2)<br/>What is the justice sector?<br/>148 (2)<br/>People who work in the justice sector<br/>150 (2)<br/>Outcomes of offending<br/>152 (2)<br/>Sanctions the justice sector can impose<br/>154 (2)<br/>How does crime affect people?<br/>156 (2)<br/>What does crime do to others?<br/>158 (2)<br/>Cutting crime - what's being done?<br/>160 (4)<br/>Assessment guide<br/>162 (2)<br/>Supporting children and young people<br/>164 (24)<br/>Remember the PIES?<br/>166 (2)<br/>What to look out for<br/>168 (2)<br/>`Aren't you getting big!'<br/>170 (2)<br/>What shall we do today?<br/>172 (2)<br/>When things happen<br/>174 (2)<br/>How the `grown-ups' help<br/>176 (2)<br/>All hands on deck<br/>178 (2)<br/>Helping children develop - in all ways<br/>180 (2)<br/>Continuing to grow, continuing to learn<br/>182 (2)<br/>Activity for a purpose<br/>184 (4)<br/>Assessment guide<br/>186 (2)<br/>Patient-centred health<br/>188 (22)<br/>Structure of the health sector<br/>190 (2)<br/>Getting to the heart of it<br/>192 (2)<br/>Measuring health<br/>194 (2)<br/>Further measurements for health<br/>196 (2)<br/>Common conditions<br/>198 (2)<br/>Treatment of common conditions<br/>200 (2)<br/>How medical conditions can affect individuals, families and carers<br/>202 (2)<br/>Care pathways and professional<br/>204 (2)<br/>Supporting the care pathways approach<br/>206 (4)<br/>Assessment guide<br/>208 (2)<br/>The Social model of disability<br/>210 (38)<br/>Then and now: from Bediam to<br/>212 (2)<br/>Ethics, equality and you<br/>214 (2)<br/>Social and medical models of disability<br/>216 (2)<br/>What is the social model?<br/>218 (2)<br/>Looking at things differently<br/>220 (2)<br/>Enable, not disable<br/>222 (2)<br/>Breaking down barriers<br/>224 (2)<br/>What are your values and attitudes?<br/>226 (2)<br/>Our personal and social responsibility<br/>228 (20)<br/>Assessment guide<br/>230 (2)<br/>Your project<br/>232 (16)<br/>Glossary 248 (4)<br/>Temperature/blood pressure chart; peak flow chart 252 (2)<br/>Index 254
520 ## - SUMMARY, ETC.
Summary, etc Contains material for the Principal Learning of Edexcel's Level 2 Higher Diploma. This title covers activities referenced to personal, learning and thinking skills (PLTS), functional skills and/or to the project ensure these important components
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Sociology
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Books
Intials LL
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    Library of Congress Classification     KMTC:KISUMU CAMPUS KMTC:KISUMU CAMPUS General Stacks 12/05/2011   HM681 .H39 2008 KSM/8557 17/05/2023 17/05/2023 Books

© 2024, Kenya Medical Training College | All Rights Reserved