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Books on the topic 'DHSH'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Madiran, Jean. Les Droits de l'homme DHSD. Paris: Ed. de Present, 1988.

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2

Great Britain. Department of Health and Social Security. DHSS handbook of research and development. London: HMSO, 1988.

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3

Rutstein, Shea Oscar. The DHS wealth index. Calverton, Md: ORC Macro, MEASURE DHS+, 2004.

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4

U.S. Department of Health and Human Services. Doing business with DHHS: Small business guide. [Washington, D.C.]: The Office, 1986.

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5

Central London Social Security Advisers Forum. All London DHSS offices: A users guide. 5th ed. London: CentralLondon Social Security Advisers Forum, 1992.

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6

Co, Arthur Andersen &. DHSS (N.I.) HPSS I.T. resourcing study management report. [Belfast]: Arthur Andersen & Co., 1988.

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7

Great, Britain Department of Health and Social Services Northern Ireland. DHSS guide to social security benefits and related services. 2nd ed. Belfast: HMSO, 1985.

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8

Carruth, Alan. UK Consumer spending: the DHSY model and asymmetric behaviour. Canterbury: University of Kent, 1997.

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9

Macro Systems. Institute for Resource Development. Demographic and Health Surveys. An assessment of DHS-I data quality. Columbia, Md: Institute for Resource Development/Macro Systems, 1990.

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10

Commission, Nigeria National Population. Nigeria DHS EdData survey 2004: Key findings. Abuja, Nigeria: National Population Commission, 2004.

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11

Office, Zambia Central Statistical. Zambia DHS EdData survey, 2002: Preliminary report. Lusaka, Zambia: Central Statistical Office, 2002.

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12

Dominican Republic. Consejo Nacional de poblacio n y familia. Encuesta demogra fica y de salud: DHS-1986. Santo Domingo: ConsejoNacional de Poblacio n y Familia, 1987.

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13

Helpful hints for referring students to DHS/ORS. Springfield, Ill.]: Illinois Dept. of Human Services, Office of Rehabilitation Services, 2000.

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14

Chester, Robert. Advice, support and counselling for the HIVpositive: A report for DHSS. (London): (Great Britain. Department of Health and Social Security?), 1988.

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15

Dominican Republic. Consejo Nacional de Población y Familia. República Dominicana encuesta demográfica y de Salud, DHS - 1986. Santo Domingo, República Dominicana: Consejo Nacional de Población y Familia, 1987.

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16

Committee, DHS Data Privacy and Integrity Advisory. A white paper: DHS information sharing and access agreements. Washington, DC: DHS Data Privacy and Integrity Advisory Committee, [2009?], 2009.

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17

Chester, Robert. Advice, support and counselling for the HIV positive: A report for DHSS. [Hull]: Institute for Health Studies and Department of Social Policy and Professional Studies, University of Hull, 1987.

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18

[Information on DHSS]. Belfast: DHSS, 1988.

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19

Rhineland (Dhhs Publication). Army Center of Military History, 1995.

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20

Legal action against DHSS delays. London: Camden Tribunal & Rights Unit, 1987.

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21

Loose, Gerald. HNC 1P - the DHSS Poems. Writers' Forum, 1985.

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22

Health, United States, 1990 (DHHS publication). For sale by the Supt. of Docs., U.S. G.P.O, 1991.

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23

Health, United States, 1994 (Dhhs Publication). U.S. Government Printing Office, 1995.

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24

Attention Deficit Hyperactivity Disorder (Dhhs Publication). National Institutes of Health National I Ealt, 1994.

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25

Improving drug abuse treatment (DHHS publication). For sale by the Supt. of Docs., U.S. G.P.O, 1991.

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26

Let's talk about depression (DHHS publication). For sale by the Supt. of Docs., U.S. G.P.O, 1991.

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27

Karaffa, Melanie C. ICD-9 1993: Timesaver (Dhhs Publication). Practice Management Information Corporation, 1992.

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28

Macro International. Institute for Resource Development. Demographic and Health Surveys., ed. DHS-II basic documentation. Columbia, Md: Institute for Resource Development/Macro International, 1990.

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29

Macro International. Institute for Resource Development. Demographic and Health Surveys., ed. DHS-III basic documentation. Calverton, Md: Macro International Inc., 1995.

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30

Oregon. Dept. of Human Services., ed. DHS contracts: Contractor guidelines. Salem, OR: Oregon Dept. of Human Services, Office of Contracts and Procurement, 2006.

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31

Pickle, Linda W. Atlas of United States Mortality (DHHS publication). Natl Ctr for Health Statistics, 1996.

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32

CENTRAL LONDON SOCIAL SECURITY ADVISORS' FORUM. All London DHSS offices: A users' guide. CLASSAF, 1987.

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33

United States. National Institute of Mental Health. A consumer's guide to services (DHHS publication). For sale by the U.S. G.P.O., Supt. of Docs, 1992.

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34

DHSS Handbook of Research and Development: 1986. Stationery Office Books, 1987.

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35

Health Diary: Myself, My Baby (DHHS publication). 2nd ed. United States Government Printing, 1994.

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36

CLSSAF, ed. All London DHSS offices: A user's guide. London: Central London Social Security Advisers Forum, 1987.

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37

Windsor, P. Introducing Korner: A critical guide to the work and recommendations of the Steering Group on Health Services Information. British Journal of Healthcare Computing, 1986.

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38

Marschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.

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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.
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39

Dirks, Evelien. The Development of Young Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0018.

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Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.
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40

US GOVERNMENT. Building Air Quality Action Plan (Dhhs (Niosh) Publication). Environmental Protection Agenc, 1998.

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41

Cardiovascular Toxicity of Cocaine: Underlying Mechanisms (Dhhs Publication). Dept. of Health and Human Services, 1991.

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42

Statistics, National Center for Health. Methodological Issues in Measuring Health Disparities (Dhhs Publication). Dept. of Health and Human Services Centers fo, 2005.

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43

Kendler, Kenneth S. The dopamine hypothesis of schizophrenia: an updated perspective. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198725978.003.0032.

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Chapter 32 discusses how the dopamine hypothesis of schizophrenia (DHS) has, since its inception over 35 years ago, been one of the most prominent etiologic theories in psychiatry. This chapter brings up to date a prior historical and philosophical review of this theory. Then, utilizing the frameworks developed elsewhere in this book in Chapters 2 and 8, this chapter explores the role of empirical and nonempirical factors that impacted on the DHS during its development and subsequent history. Finally, the history of the DHS is contextualized in light of the histories of etiologic controversies in other medical disorders to clarify what features of the DHS might be typical versus more unique. A great deal can be learned about the multiple influences on the history of modern psychiatry through a study of the story of the DHS.
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44

Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.

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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.
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45

van Berkel-van Hoof, Lian. The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0007.

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This chapter focuses on factors that support word learning for both hearing and hard-of-hearing (DHH) children. Vocabulary development is first discussed in hearing children and then DHH children. The chapter suggests several interventions for improving DHH children’s language skills and reviews studies on the efficacy of sign-supported speech for word learning. Sign-supported speech is frequently used in schools for the deaf in the Netherlands. Professionals working with DHH children indicate that this helps the children to better understand the spoken message; however, it is unclear whether this mode of communication aids spoken word learning. Implications for educational practice and future directions are discussed.
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46

Crowe, Kathryn. Deaf and Hard-of-Hearing Multilingual Learners. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0003.

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With nearly 8,000 languages used in the world and increasing levels of transnational mobility, the cultural and linguistic heterogeneity of deaf and hard-of-hearing (DHH) learners accessing education and therapy services has never been greater. This growing diversity creates a challenge for educators and clinicians who work with these children and their families, especially where DHH learners are exposed to or acquiring more than one spoken language. Spoken language multilingualism in DHH learners is an area in which research knowledge is gradually increasing but evidence-based practices for intervention and education are rarely described. This chapter presents information describing the increasing linguistic diversity and spoken language multilingualism of DHH learners and research concerning the advantages and disadvantages of multilingualism. The current research describing the speech and language skills of multilingual DHH learners is discussed with reference to the impact of multilingualism on learners’ outcomes.
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47

Stinson, Michael. Importance of Technology for Education of Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0024.

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Technology is playing an increasing role in the education of deaf and hard-of-hearing (DHH) students. This chapter discusses two uses of technology to provide communication access for DHH students (real-time captioning in classrooms and messaging and related technologies to facilitate communication in small groups) and two ways that technology is used for instruction of these students (multimedia materials for development of literacy and online tutoring). Several studies on real-time captioning and multimedia materials indicate that these approaches are beneficial in the education of DHH students. The limited work to date on messaging to support communication in groups with DHH and hearing students and online tutoring indicates that they are potentially important because they address unmet needs of DHH students. It is important to conduct additional studies to determine the effectiveness of these latter two approaches because current findings are preliminary.
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48

Wauters, Loes, and Evelien Dirks. Parents Count. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0014.

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Deaf and hard-of-hearing (DHH) children are more at risk for mathematical difficulties than hearing children. The few studies that have focused on preschoolers showed that even at this age DHH children already lag behind their hearing peers. Early math skills are important for later mathematics performance and school success in general, so early stimulation of these skills is needed. Research has shown that the home environment plays an important role in the development of early math skills. Because parent–child math activities predict later achievement, it is important to increase parents’ awareness of the importance of math activities for young DHH children. This chapter focuses on early math skills in DHH children and describes how parents can enhance these skills in the home environment.
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49

Blood Folate and Vitamin B12: United States (DHHS publication). U.S. Government Printing Office, 1999.

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50

Drug discrimination: Applications to drug abuse research (DHHS publication). For sale by the Supt. of Docs., U.S. G.P.O, 1991.

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