No description available.

No description available.

No description available.

No description available.

Working from the assumption that a distinct women's subjectivity has driven the development of the modern American home, this two part thesis examines the nature of that evolution. The first part shows how a women's perspective was capable of effecting the general development of the home from 1880-1920. By analyzing four houses that chart the evolution of the American home, the criteria that characterizes the women's house type is traced. The second part examines the initial movement towards the development of the women's home. Using the Ladies' Home Journal and The House Beautiful from 1890-1910 establishes the source of particular women's criteria that transformed the design of middle-class housing around the turn of the century. The conclusion demonstrates that the house's character has been two fold; while on the one hand it has been a means of oppression for women within our culture, and it has also been a means of liberation.

There is no abstract available for this thesis.

This study has explored the educational needs of the students in higher secondary schools in Sudan and the enormous problems of the country related to food, health, housing and others. The specific courses that would be most valuable to the student have been determined.A curriculum outline has been developed for a three year home economics program for all higher secondary schools in the Sudan, through a library research and other methods in the areas of: 1) Arts and Crafts; 2) Child Care and Development; 3) Clothing and Textiles; 4) Consumer Education; 5) Family Life Education; 6) Food and Nutrition; 7) Health Education; 8) Home Management; 9) Housing.

The effectiveness of a three-hour nutrition education workshop for home economics teachers given in 18 locations in Oregon was evaluated based on responses from 138 teachers. Changes in knowledge of and attitude toward four nutrition topics (fast foods, vegetarianism, weight control, and food exchanges) were measured using questionnaires completed at the beginning of the workshop, at the end of the workshop, and one month later. Teacher background, teacher reaction to the workshop, and incorporation of workshop material into the classroom were also assessed. Statistically significant positive changes were found in both knowledge and attitude immediately after the workshop. These changes were retained to a significant degree one month later in all areas of knowledge but for only two areas of attitude (fast foods and food exchanges). Change in knowledge was not found to be related to the number of years employed, the academic degree, the length of time since a college nutrition course had been taken, the teacher's source of recent nutrition information or previous workshop attendance. Most of the teachers (88-99%) found the workshop useful, the right length of time, and at a convenient hour. Over half (51%) of the teachers who returned the final questionnaire indicated they had used workshop material in their classroom within the month following the workshop. Similar results were found when responses from 76 non-home economics teachers, who also attended the workshop, were analyzed for changes in knowledge and attitude. / Graduation date: 1980

Thesis (doctoral)--Stockholms Universitet, 1992. / Added thesis abstract inserted. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.