scholarly journals ELLEN RICHARDS’S HOME ECONOMICS MOVEMENT AND THE BIRTH OF THE ECONOMICS OF CONSUMPTION

2021 ◽  
pp. 1-23
Author(s):  
David Philippy
Keyword(s):  
Well Being ◽  
Home Economics ◽  
Lake Placid

In 1899, MIT chemist Ellen H. Richards (1842–1911) instigated a series of annual “Lake Placid Conferences” (1899–1908) that became known as the foundation of the home economics movement. Richards’s first interest was in improving the household’s well-being by using sanitary and nutrition sciences, an objective that was passed on to the movement. However, by the 1920s, home economists rather identified their field of expertise as the “science of consumption,” emphasizing the idea of “rational consumption.” My aim in this article is to give an account of how this shift in focus came about, by telling the story of the home economics movement founded by Richards. I examine how the movement problematized consumption by highlighting its relationship, and perception of itself, regarding economics. I argue that the concept of consumption was central to the structuring of the movement from its beginning and allowed home economists to claim it as their field of expertise because, as they believed, economists were not addressing the issue.

scholarly journals Ellen Richards’s Home Economics Movement and the Birth of the Economics of Consumption

2021 ◽  
Author(s):  
David Philippy
Keyword(s):  
Well Being ◽  
Home Economics ◽  
Lake Placid

In 1899, MIT chemist Ellen H. Richards (1842–1911) instigated a series of annual “Lake Placid Conferences” (1899–1908) that became known as the foundation of the home economics movement. Richards’s first interest was in improving the household’s well-being by using sanitary and nutrition sciences, an objective that was passed on to the movement. However, by the 1920s, home economists rather identified their field of expertise as the “science of consumption,” emphasizing the idea of “rational consumption.” My aim in this article is to give an account of how this shift in focus came about, by telling the story of the home economics movement founded by Richards. I examine how the movement problematized consumption by highlighting its relationship and perception of itself regarding economics. I argue that the concept of consumption was central to the structuring of the movement from its beginning and allowed home economists to claim it as their field of expertise because, as they believed, economists were not addressing the issue.

scholarly journals The Role of Home Economics Education in the 21st Century: The Covid-19 Pandemic as a Disruptor, Accelerator, and Future Shaper

2021 ◽  
Vol 11 (4) ◽  
pp. 13-32
Author(s):  
Donna Pendergast
Keyword(s):  
21St Century ◽  
Textual Analysis ◽  
Well Being ◽  
Home Economics ◽  
Economics Education ◽  
Food Literacy ◽  
Priority Areas ◽  
Individual Family ◽  
Home Economics Education

This paper explores the role of home economics education in the 21st century. It commences with an explanation of the disruption to the five predicted future global megatrends – globalisation, urbanisation, digitisation, cybersecurity, sustainability – as a consequence of the global Covid-19 pandemic. The place of megatrends framing home economics is explored by presenting a textual analysis of a literacy publication created as an acceleration point for framing the next one hundred years of home economics and underpinned by global megatrends, published prior to the pandemic. Using the Voyant Tool, visualisations of the book Creating Home Economics Futures: The Next 100 Years are presented and compared to other key literary documents informing the field. The paper then turns to the ways in which education and learning have led to the repositioning of home economics as a field and home economics literacy as the key strategy for ensuring the field continues to remain relevant into the future. Priority areas for education include food literacy; individual, family and community well-being; and the reconstitution of the place of the home.

scholarly journals In-service Home Economics Teachers’ Attitudes to the Integration of Sustainable Topics in the Home Economics Subject

2020 ◽  
Author(s):  
Martina Erjavšek ◽  
Francka Lovšin Kozina ◽  
Stojan Kostanjevec
Keyword(s):  
Sustainable Development ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Home Economics ◽  
Living Environment ◽  
Future Generations ◽  
Sustainable Living ◽  
Research Results ◽  
The Subject ◽  
Teachers Attitudes

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living.

The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

2019 ◽  
Vol 28 (2) ◽  
pp. 274-284 ◽  
Author(s):  
Elizabeth Convery ◽  
Gitte Keidser ◽  
Louise Hickson ◽  
Carly Meyer
Keyword(s):  
Decision Making ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Clinical Decision Making ◽  
Hearing Aid ◽  
Well Being ◽  
Self Report ◽  
Self Management ◽  
Hearing Aid Benefit ◽  
The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

Improving Feeding Outcomes in the NICU: Moving From Volume-Driven to Infant-Driven Feeding

2010 ◽  
Vol 19 (3) ◽  
pp. 68-74 ◽  
Author(s):  
Catherine S. Shaker
Keyword(s):  
Intensive Care Unit ◽  
Dynamic Systems ◽  
Neonatal Intensive Care ◽  
Well Being ◽  
Dynamic Systems Theory ◽  
Feeding Problems ◽  
Care Giving ◽  
Extremely Preterm ◽  
Extremely Preterm Infants

Current research on feeding outcomes after discharge from the neonatal intensive care unit (NICU) suggests a need to critically look at the early underpinnings of persistent feeding problems in extremely preterm infants. Concepts of dynamic systems theory and sensitive care-giving are used to describe the specialized needs of this fragile population related to the emergence of safe and successful feeding and swallowing. Focusing on the infant as a co-regulatory partner and embracing a framework of an infant-driven, versus volume-driven, feeding approach are highlighted as best supporting the preterm infant's developmental strivings and long-term well-being.

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