This thesis investigates the food shopping experience of older consumers (aged 65+) in Scotland. The aim was to develop the shopping dimension of food choice research and broaden the understanding of older consumers within this context. The need for such a study is borne out of the political impetus on food choice research, with the older age segment being particularly important due to: increasing numbers of older people; their vulnerability in terms of nutrition; the changes in food shopping that they have experienced in their lifetime; and their potential for being disadvantaged consumers. The growing numbers of older people present a number of challenges within the food choice discipline. The food retail sector, which is highly competitive, is faced with meeting the needs of a growing market segment which it has previously neglected. There have been efforts by governments to integrate the food retailing sector into the policy for improving the dietary health of the nation. However, these recommendations have been limited and the specific issues for older people in terms of food shopping not fully described. This thesis provides four major findings which provide an original contribution to knowledge. The first is that the characteristics of the older consumer result in a diverse shopping activity. This is reflected in the diversity of their personal circumstances, their preferences and their shopping activity. Secondly, the disadvantage experienced by older consumers is more complex than previously recognised. Thirdly, a comprehensive framework for investigating the shopping dimension of food choice research has been developed, and specifically applied to older consumers. Finally, there is a lack of inter-dependence and integration both between sectors influencing food choice and across the disciplines investigating it, and this must be addressed. There are several implications of these findings. First, academic research in the field of food choice should seek to undertake more multidisciplinary research and the conceptual model provides a framework from which to develop future studies. Secondly, specific recommendations can be made for retailers, both at a store level and concerning their contribution to the wider shopping environment. Thirdly, the findings are a catalyst for debate on the extent to which policy-makers should seek to integrate members of a multidisciplinary team in more detailed planning of recommendations.

Education about and for the home has been part of the Swedish education system for over one hundred years, and Home and Consumer Studies (HCS) has been compulsory for all pupils since the common nine-year school system was introduced in 1962. For all this time food has been a central theme, however we know very little of what food means in this context. The aim of this thesis was to seek to understand the construction of food in HCS. This thesis consists of four papers that explore food in HCS from the perspective of teachers and pupils, the role of the classroom and how food in HCS is part of a larger cultural context. Observations and focus group interviews were used to collect data. The material consists of field notes from 13 days in three HCS classrooms and transcripts of focus group interviews with 25 HCS-teachers and 20 pupils. The analytical methods used were based on social constructionist assumptions which were supplemented by theories on culture, space and spatiality. Results show that teachers constructed both pupils’ homes and society in general as deficient in relation to health. Their role, as public health commissioners, was to educate pupils about food on issues such as health and sustainability. Pupils relied on their personal experiences from home to make sense of food in HCS. To them, home was the authentic place for food where everyday life took place. Food in HCS on the other hand was de-authenticised and sometimes hard to make sense of. This meant that there was a limited shared understanding between pupils and teachers. A spatial analysis of the HCS classroom as a learning space for food showed that past ideologies and traditional power geometries were built into the physical layout and social relationships constructing the room. Food in HCS was found to reflect cultural values of the surrounding society at the same time as a specific HCS cuisine emerged. Food in HCS was thus constructed as contested in interaction between food, pupils, teachers and classroom as well as in relation to a wider context.

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

<p>The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the<br /> Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers&rsquo / perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio.</p>

<p>The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the<br /> Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers&rsquo / perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio.</p>

Magister Artium (Human Ecology) - MA(HE) / The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers&rsquo; perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio. / South Africa

Magister Artium (Human Ecology) - MA(HE) / Assessment is a critical element for achieving the desired outcomes in out comes based education (OBE). In the subject area of Consumer Studies each teacher is required to compile a teaching portfolio about the assessment and classroom activities conducted in a given year. However, there is a paucity of research in the field of portfolio development for teaching Consumer Studies in the secondary school. The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers' perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio. A structured questionnaire was used to determine the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio. The questionnaire contained three sections, the first of which related to the participants' demographic information. The second section comprised three parts. The first dealt with factors that influenced the choice of the assessment method used in Consumer Studies. The second part focused on the participants' attitudes toward the assessment process, and the third on teachers' perceptions of constraints or barriers that impact on the assessment process. Section three centred around factors that relate to the process of compiling the teaching portfolio, such as. skills required for this purpose, activities that need to be reconsidered in the course of compiling the portfolio, and the benefits of the teaching portfolio as such. The SAS statistical package was used for an analysis of the data in this study. Therefore various statistical methods were applied. The independent variables were illustrated by using frequency tables. The non-parametric Friedman's test was used for analysis, because the data was not on an interval scale, and was therefore ranked. The pairwise comparison test was used to determine the association between factors for each assessment method used in the Consumer Studies teaching portfolio. Results were achieved by applying these methods of data analysis. Withregard to demographics, the mean age of the teachers in the study were female and 40, holding a Higher Diploma in the Education of Home Economics !Needlework. The results of the factors influencing the selection of an assessment method showed that no single factor could be linked to a particular assessment method. There are several factors that influence the selection of one specific assessment method. Choosing the learner portfolio as an assessment method is influenced by various factors such as planning for instruction, diagnosing student weaknesses, monitoring student progress, communicating student achievement, motivating students and assigning grades. These factors are selected among the assessment methods for observation-based, test-based and task-based assessment. The teachers displayed a positive attitude toward the assessment process, because they rated the assessment process as valuable, successful, efficient, important, good, fair, reputable, flexible and relaxed. There was a large percentage of teachers who felt that the assessment process was tense instead of relaxed. The teachers did not perceive any of the constraints or barriers as having a negative impact on the assessment process. The factors relating to the teaching portfolio included all the skills, activities and benefits required for compiling a teaching portfolio. Those demanding particular attention are self-reflection, journal writing, writing a teaching philosophy and self evaluation. Recommendations offered in this study are that training programmes be run for preservice and in-service teachers so that teachers can feel more confident when compiling a teaching portfolio. The National Department of Education should provide structure and assessment criteria to guide teachers in the development of a teaching portfolio. Published material about teaching portfolios should be made available to teachers. The teaching portfolio is a valuable assessment tool that can be used not only in the development of the teacher's teaching strategy, but also for determining a teacher's strengths and weaknesses m his or her professional career.

No abstract available / Dissertation (MMus)--University of Pretoria, 2017. / Music / MMus / Unrestricted

For the past few years the homemaking courses has shifted its emphasis from cooking and sewing skills to the solving of managerial problems of the individual and the family of today. Each person who is taking an active part in living is constantly purchasing and consuming goods and services and must realize that his welfare depends upon the relation between the satisfactions that he receives from the things he buys and the price that he pays for them. Since every one must purchase goods, the high school student needs to learn how to buy wisely. The executive committees of the homemaking divisions in the different states which are revising the courses of study realize that management of money from the consumer-buying view point is important and needs a place in meeting the needs and interests of the high school student of today. The problem in this study is to determine the adequacy of the objectives on consumer-buying in the homemaking courses in high schools of the Southern Region. This study is made for the purpose of determining the adequacy and extent of consumer-buying teaching objectives in homemaking education in the high schools of the Southern region. in order that way may reach a conclusion as to the adequacy of the objectives we must adopt a standard. We will consider the objectives and desired outcomes set forth by the Department of the Interior as that standard. We will reach our conclusion through a compilation of consumer-buying courses offered by the schools of these states of the Southern region and by a comparison of the objectives and outcomes of the state courses with those of the United States Vocational Education consumer-buying courses.