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Analyze the Quality and Effect of Professional Training in Domestic Economics—Taking an International Home Economics College as an Example

Project lifelab food and health – innovative teaching for the future: development of student active learning tasks for home economics education in the 21st century.

Food and Health, previously referred to as Home Economics, is a mandatory school subject in Norway. It has the unique advantage of giving all students, regardless of their social background, practical skills and knowledge, life skills that are important for their future health. In the LifeLab Food and Health project, we have developed a research-based and innovative teaching programme and evaluated how it is perceived in a school setting in Norway. This teaching programme is for use in Food and Health teacher education, but also in the education of primary and lower secondary school students in the same subject. LifeLab Food and Health consists of learning tasks in which students in the sixth and ninth grades in school gain first-hand knowledge and an understanding of life skills that are important to manage everyday life. In this paper, we present the learning activities developed and how the students experienced them. Examples of such learning tasks are tasks revealing the science behind dietary guidelines and the promotion of a healthy diet through student active tasks. Our aim is to establish LifeLab Food and Health as a “best practice” within master’s education in Home Economics at the University of Agder in Norway.

Modern Aspects of Home Economics Education and Slovenia

Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.

Home Economics Education as Needed in the 21st Century

Danielle dreilinger, the secret history of home economics. how trailblazing women harnessed the power of home and changed the way we live, w. w. norton & company: 2021; 348 pp.: isbn 978-1-324-00449-3, the role of home economics education in the 21st century: the covid-19 pandemic as a disruptor, accelerator, and future shaper.

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.

I Do, We Do, You Do Home Economics: Explicit Instruction Connecting Content with Ideology

Explicit instruction is a teaching model that demonstrates to students what to do and how to do it. One purpose of ideology is to focus the who, what, when, where, and why of a disciplinary field. Trained home economists make a sustained commitment to the core ideology of home economics. Mechanisms for identifying locally relevant challenges faced by individuals, families, and communities are embedded in the home economics knowledge base. To identify challenges and locate solutions (who, what, when, where, and how), home economics education programmes must actively teach or provide explicit instruction about the ideology that underpins the home economics disciplinary field. Neglecting ideology results in teaching unrelated subjects or compartmentalised content that may dilute connection to the core aims of the home economics’ ‘big picture’. This paper outlines how explicit instruction and embedded home economics ideology have positively impacted perceptions of the discipline amongst professionals who are new to the field. In teaching and learning environments, making home economics ideology visible and reinforced continuously across all content specialisation areas, the author observed that students acquired the words and concepts to explain the importance of home economics to others. Professionals who are new to the field became more confident and passionate advocates for home economics, because they had learnt and appreciated, through explicit instruction techniques, the what, the how to, and the why of home economics. Equipped with the discipline’s core ideology, professionals who make visible the home economics ‘big picture’ (i.e., the why) to others are better equipped to enact real-world applications of home economics that can adapt continuously to meet ever-changing and complex societal needs.

Content Analysis of Independence for Seniors Reflected in the 2015 Revised Curriculum High School Technology and Home-Economics Textbooks: From the Perspectives of Life-Span Development, Successful Aging, and Ageism

“we can never close the book and say, ‘we’ll continue next week’” – the rhythms of cooking and learning to cook in swedish home economics, an analysis of subject competencies applied in the activity tasks of the ‘home life and safety’ area in middle school technology-home economics textbooks based on the 2015 revised national curriculum.

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the ‘home life and safety’ area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of ‘practical problem-solving capability’, ‘value judgment’ was reflected most frequently in the activity tasks followed by ‘exemplification of solution’, ‘logical thinking’, ‘critical thinking’, ‘decision-making’, ‘practical reasoning’, and ‘evaluation of solutions’. Secondly, the sub-elements of ‘independent life capability’ were unevenly distributed in the activity tasks. The ‘capability to perform conscious living’ was reflected most frequently followed by ‘development and self-identity’, ‘time, money, and leisure management’, and ‘reasonable consumption and resource utilization’. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners’ subject competencies by using textbooks from different publishing companies.

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• Home Economics

In this portion of the guide you will find material related to the field and practice of Home Economics ,   including both archival collections and published materials of individuals and organizations. The  International Federation for Home Economics  defines Home Economics as a field of study and profession that is "considered the original field of research on economic, social, and ecological aspects of everyday living." This guide contains material from Schlesinger Library holdings about women and organizations that worked within that field, as well as material related to guiding people through everyday household management topics. 

The material related to Home Economics in this guide was found by performing a "keywords anywhere" search in HOLLIS for phrases such as  "housekeeping,"  and  "home economics,"  as well as some narrower search terms such as "housewife" and "housewives," and "household management."

• Anna Vertrees Love Ackerly (1893-1980) Anna Vertrees Love Ackerly had a life-long relationship with home economics. This collection includes a summary of her many accomplishments, but highlights her career as an active member of New York State Federation of Home Bureaus. She held many positions within this organization, including Vice-Chairman of the County Executive Committee, Secretary-Treasurer (and later director) of the Eastern District, and International Relations Chairman. The collection includes writings from other members of the NYSFHB, her friends, and her family on the topic of her life.
• Sarah Gibson Blanding (1898-1985) Sarah Gibson Blanding was born in Lexington, Kentucky and earned an A.B. from the University of Kentucky in 1923, an M.A. from Columbia in 1926, and studied at the London School of Economics from 1928 to 1929. She went on to become an educator. During her time at the University of Kentucky, from 1919 to 1941, she was an instructor of physical education, professor of political science, and dean of women. She then moved on to become the director of the New York State College of Home Economics at Cornell University, and finally a dean, then president, of Vassar College. The collection contains material pertaining to her career, including an oral history transcript about her time directing the College of Home Economics at Cornell.
• Alice Bradley (1875-1946) Home economist, hospital dietician, principal of Miss Farmer's School of Cookery (1915-1944), and cooking editor for the Woman's Home Companion (1916-1936), Bradley was a nutrition consultant for the government and private industry, teacher at cooking schools and on the radio, and the author of numerous cookbooks, manuals, and articles. Most of the collection consists of brochures and clippings from Miss Farmer's School of Cookery and biographies of Alice Bradley by her sister, Marion Bradley Atwood.
• American Home Economics Association The American Home Economics Association was founded in 1909 and served as the voice for the home economics profession in America. This collection includes State Governors' letters in reply to AHEA President Florence Wilkinson Low's request for support for the President's Commission on the Status of Women. The AHEA published a number of bulletins, newsletters, and journals, some of which are held at the Schlesinger, such as News-Letter: American Home Economics Association , AHEA: A History of Excellence , The Journal of Home Economics , and For You... A Career in Home Economics .
• Persis Conant Babb (1887-1915) This collection consists of one notebook, entitled Persis Conant Cook Book , which contains handwritten notes and recipes that probably were taken during a cooking class. The notes are divided by lesson on topics such as washing dishes, using a stove, and setting the table, as well as recipes for common dishes. The collection also contains a pamphlet advertising uses and recipes for Sea Moss Farine, and a pamphlet of recipes for Wm. Underwood Co's deviled meats.
• Cambridge Home Information Center The Cambridge Home Information Center was a small, community-based organization in Massachusetts. It consisted of middle-class homemakers from the area who needed such an organization in light of the changing role of housewives after World War I. Originally, the Center was an educational organization hosting courses on cooking and household management, and offered consulting sessions once a week with a home economist. During World War II, members assisted with the war effort through home economy projects. By 1947, the Center's goal was to help its members adjust to the often changing problems and expectations of home management. These records contain administrative records and bylaws, membership lists, correspondence, menus, recipes, and photographs.
• Laura Oakes Cushman (1895-1988) Laura Oakes Cushman was a Home Economics educator. She taught domestic science at the Walter E. Fernald State School and later the Boston Cooking School. In 1941 she led a Mobile Canteen Cookery Course for the Massachusetts Women's Defense Corps. An instructor at Miss Farmer's School of Cookery in Boston, Cushman also taught at the New England School of Home Arts, the Household Nursing Association, and Framingham State College. This collection includes a memory book, photographs, yearbooks, and Cushman's diaries from 1918 to 1976, many of which detail her extensive travels with Alice Bradley, an acquaintance from Miss Farmer's School of Cookery. It also includes lesson plans, recipes, and other teaching materials from Miss Farmer's School of Cookery, the Boston Cooking School, and the Mobile Canteen Cookery course, among others, and recipes collected by Cushman including those of the Food Magician and his Boston radio series, World Rambles in Epicurean Cookery.
• Christine Frederick (1883-1970) Home economist, lecturer, and author, Frederick campaigned for more efficiency in the kitchen. She set up and directed the Applecroft Home Experiment Station on Long Island, wrote on household management and the role of women as consumers, was an editor for Ladies Home Journal and The American Weekly , and in the 1950s became an interior decorator. She and her husband, J. George Frederick, had helped found the Advertising Women of New York in 1912. The collection primarily contains photographs of Frederick's work at Applecroft Home Experiment Station, but also includes correspondence, speeches, pamphlets, and some documents and photographs pertaining to her personal life.
• Grace E. Frysinger (1885-1973) Grace E. Frysinger was a well-educated home economist who served as an instructor at the School of Domestic Science and Arts in Chicago, the director of the Home Economics Department at Bellmont College in Nashville, a food conservation lecturer in New York City, and the senior home economist at the Extension Service of the United States Department of Agriculture. This collection contains materials relevant to Frysinger's work re-educating rural women and the Rural Home Conference in Washington, D.C in 1934.
• Hattie A. Harlow Hattie A. Harlow was a seamstress and music teacher from Brockton and Bridgewater, Massachusetts. This collection consists of hand-sewn scrapbooks containing manuscript instructions in knitting, lacemaking, gardening, cooking, personal care, and various household remedies. Also included are clippings, reading lists, physiological drawings, rules for business, phrenological diagrams, and other examples of self-instruction; and one flyer advertising her services.
• Home Economists in Business Home Economists in Business, a section of the American Home Economics Association, had its beginnings in 1921 when a small group of women announced their desire to have a section of the organization devoted to business interests. It was founded in 1924. Members of the HEIB were employed by food and textile manufacturers, utility companies, and women's magazines, where they facilitated communication between producers and women consumers. The HEIB also evaluated and made recommendations for home economics curricula at American colleges and universities. The archival records contain history and administrative information, records of the governing boards of the HEIB, financial information, photographs, and audiovisual material related to the history, objectives, and future of the HEIB. The Schlesinger Library holds a significant amount of published material related to the HEIB, such as The News Letter about All of Us , Timely Topics , National News Notes , and Communique .
• Marjorie Child Husted Marjorie Child Husted was an advertising executive, home economist, and director of the Home Service Department of General Mills, Inc. She planned and implemented the "Betty Crocker" radio program for twenty years, beginning in 1926. The collection contains biographical material, typescripts of six speeches, and pamphlets regarding women in business.
• Institute of Women's Professional Relations The Institute of Women's Professional Relations was established in 1928 in New London, Connecticut, to raise the level and number of women in professional positions. The bulk of this collection consists of studies and interviews on chemistry, banking dietetics, and home economics, and studies and reports carried out in cooperation with Works Progress Administration project 2132 and the League Women Voters, on Connecticut and Rhode Island state governments.
• Betty Hosmer Mawardi (1921-2012) Betty Hosmer Mawardi was an alumnae of Radcliffe College, Harvard Graduate School, and Wellesley College. She earned her Ph.D. in Social Psychology from Radcliffe College in 1959. Throughout her life, Mawardi worked in academia, taking jobs at Wellesley College, Harvard University, and Case Western Reserve University. This collection consists of a notebook, probably from her home economics class at Horace Mann School, containing recipes, lists of utensils, layout of a table setting, etc. It also contains a notebook containing recipes clipped from magazines, and typed notes from an undated lecture concerning her travels in Egypt.
• Emily Sibley (1888-1979) Emily Sibley grew up in Cambridge Massachusetts. She attended Radcliffe College and later Simmons College, where she was educated in home economics. She went on to teach home economics at many different institutions, eventually settling into a part-time position teaching home economics at the Choate School in Brookline, Massachusetts. This collection contains family accounts and recipes, lectures on home economics, and lecture notes on cookery, budgeting, diet, nutrition, and dressmaking. Several recipes from this collection have been digitized and are available online through the finding aid for the Papers of Emily Sibley .
• Evelyn Lorraine Schmitt Wallace (1923-1981) Evelyn Schmitt Wallace was a homemaker and teacher from Stratford, Connecticut. She married David Wallace in 1954, and they had three children together. She stayed at home with them until 1973 when she began teaching English at Prospect Hall in Frederick, Maryland. This collection consists of diaries, notebooks, correspondence, and household account books detailing her daily activities, menus, housekeeping chores, and finances. Her diaries become more personal and reflective in her later years, after she was diagnosed with breast cancer and the illness began to progress.
• Sally Joy White (1852?-1909) The first woman journalist in Boston, White used the pseudonym Penelope Penfeather. As special reporter for the Boston Post in 1870, she covered women suffrage conventions and related activities. She continued to report on women's rights activities and local news and advised on fashion and household problems for the Boston Herald until shortly before her death. This collection includes family correspondence, letters White received from notable persons, volumes of clippings of her newspaper articles and columns, photographs, a biographical essay on White by her granddaughter, and papers of her daughter Grace Elinor Joy (White) Pratt. Additional related material can be found in the Additional Papers of Sallie Joy White .
• Beatrice Jeanette Whiting (1890-1966) Beatrice Jeanette Whiting grew up in Richmond, Virginia and spent her life as a primary and secondary school teacher. She taught home economics at the all-black Armstrong High School in Richmond, Virginia, and eventually earned a four-year college degree. After Whiting retired in 1960, she received an award from the Old Dominion Vocational Association for her many years of faithful service in the public schools of Richmond, Virginia. She never married. This collection consists of a volume of sewing exercises dating to about 1915 with instructions and samples completed by Whiting. Also included is a volume of congratulatory messages presented to Whiting by the faculty of Armstrong High School upon her retirement in 1960.
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Home Economics Education

Research papers/topics in home economics education, pay-as-you-go (payg); how asset financer's new feature is bleeding low-income households.

  A report by the Communications Authority of Kenya (CA) in the 2020/2021 financial year reported that as of September 30, 2021, the country had 64.9 million active mobile subscriptions. Additionally, the penetration level of feature phones and smartphones was 67.9% and 53.4%, respectively. The report highlighted that one out of every two Kenyans owned a smartphone. This article discusses the motivation behind the increased uptake of PAYG electronics like Smartphones, Televisions, and Solar ...

Peace Education Curriculum For Integration Into Senior Secondary Schools Home Management Program in Rivers State

ABSTRACT The main aim of this study was to develop a Peace Education curriculum for integration into senior secondary school Home Management programme in Rivers State. Specifically, the study sought to: determine objectives of Peace Education curriculum for integration into senior secondary school Home Management programme, determine content for Peace Education selected for Peace Education, find out methods for teaching Peace Education, determine instructional materials for teaching the cont...

NUTRITIONAL QUALITY AND SAFETY OF MEALS SERVED UNDER GHANA SCHOOL FEEDING PROGRAMME IN WA AND CAPE COAST MUNICIPAL SCHOOLS.

ABSTRACT This research was designed to evaluate nutritional quality of meals served under the Ghana School Feeding programme in Wa and Cape Coast schools. It also investigated the safety aspect of the meals. A cross-sectional and descriptive survey research designs were used in the study. A purposive and simple random sampling techniques were employed in selecting 720 respondents for the study, comprising 600 pupils, 60 teachers and 60 kitchen staff. Information was obtained using questionnai...

NUTRITIONAL QUALITY AND SAFETY OF MEALS SERVED UNDER GHANA SCHOOL FEEDING PROGRAMME IN WA AND CAPE COAST MUNICIPAL SCHOOLS

Food handling practices of informal food vendors and consumer perceptions in koforidua..

ABSTRACT The study investigated the food handling practices of the street food vendors in Koforidua and how their practices affect the safety of the food before consumption, and consumers knowledge of food-borne diseases. The study was a descriptive survey and a sample of one hundred and fifty respondents made up of fifty food vendors and one hundred consumers were purposively and conveniently sampled respectively for the study. The data gathered was analyzed using SPSS Version 17 and convert...

INVESTIGATING THE NUTRITIONAL QUALITY OF THE DIET OF THE ELDERLY IN JASIKAN DISTRICT

ABSTRACT The nutritional needs of elderly people in society appears to be ignored or not sufficiently prioritized. This study was conducted in Jasikan community. It investigated the diet quality of the elderly. The research methods used for the study were survey, and observation. The study employed the cross-sectional design. Ninetyeight (98) elderly people were sampled via multistage sampling technique for the study. Questionnaire with Crobanch’s alpha 0.775, and observation checklist were...

THE PREVALENCE OF DIET RELATED HEALTH PROBLEMS AMONG THE ELDERLY IN BIRIM CENTRAL MUNICIPALITY

ABSTRACT  The basic needs of elderly people in society appears to be ignored or not sufficiently prioritized, Particularly, the elderly are not given adequate care in line with their nutritional needs due to food insecurity. This study was conducted in Birim Central Municipality. To investigate a prevalence of diet related health problems of the elderly, and the socio-economic determinants of these problems. The research methods used for the study were survey, and observation. The study empl...

Food Handling Practices of Informal Food Vendors and Consumer Perceptions in Koforidua

ABSTRACT  The study investigated the food handling practices of the street food vendors in Koforidua and how their practices affect the safety of the food before consumption, and consumers knowledge of food-borne diseases. The study was a descriptive survey and a sample of one hundred and fifty respondents made up of fifty food vendors and one hundred consumers were purposively and conveniently sampled respectively for the study. The data gathered was analyzed using SPSS Version 17 and ...

SEMESTER-OUT INDUSTRIAL ATTACHMENT PROGRAMME: FEEDBACK FROM TECHNICAL UNIVERSITY HIGHER NATIONAL DIPLOMA FASHION STUDENTS IN GHANA

ABSTRACT The main goal of this study was to seek feedback from Technical University HND Fashion Students in identifying challenging issues with the S-O IA programme and to help confirm and document concerns of fashion students about the S-O I A programme in particular. The study adopted a crosssectional descriptive survey research design with a mixed method approach and used a semi-structured validated questionnaire for data collection. Purposive, simple random and convenient sampling techn...

POVERTY ALLEVIATION STRATEGIES EMPLOYED BY FISHER FOLKS IN ELMINA IN THE KOMENDA-EDINA-EGUAFO-ABREM (KEEA) MUNICIPALITY.

ABSTRACT Poverty can be described as the lack of common things like food, clothing, shelter and safe drinking water all of which determine the quality of life. Elmina, which is an ancient fishing community in the Central Region of Ghana, has fishing as a major occupation in the area. It was realized that in as much as fisher folks were doing everything possible to have good standard of living, they still found themselves in poverty. Although some were able to take care of their family’s bas...

Nutritional Status of the Elderly and the Challenges of Their Caregivers in Dambai

ABSTRACT  The study sought to investigate into the nutritional status of the elderly, the nutritional challenges they faced, the challenges of the caregivers and the relationship between the challenges of the caregivers and the nutritional status of the elderly in Dambai. The study was based on the needs and family theory. Using survey design, data were collected from a hundred elderly with functional limitations and a hundred caregivers.  Multiple methods of data collection were adopted f...

INFANT AND YOUNG CHILD FEEDING PRACTICES ADOPTED BY MOTHERS AT DADEASE AND EFFIDUASE

ABSTRACT  Optimal feeding during infancy and early childhood is fundamental to the makeup of a child’s full human potential. This study aimed at infant and young child feeding practices of mothers and the effect on nutritional status of their children at Dadease and Effiduase in the Sekyere-Kumawu and Sekyere-East Districts respectively. A cross sectional design was used for the study using a sample size of 122 mothers and their young children within the age range of 0-24 months old. Multi...

Incidence of Overweight and Obesity Among Primary School Children in Bomso and Weweso Circuits in Kumasi Metropolis

ABSTRACT The purpose of the study was to investigate the incidences of overweight and obesity among primary school children in Bomso and Weweso circuits within Kumasi Metropolis, based on their lifestyle and the dietary factors. The BMI was used to assess the incidence of overweight and obesity and then finally the parental educational influences on the BMI of the primary school children were also determined. The study adopted the descriptive survey design that employed both qualitative and...

Determining the Glycaemic Load of Varieties of Fufu in Ghana

Selection, use and care of undergarments among students in kwanyako senior high school.

ABSTRACT  The study was conducted at Kwanyako Senior High School. The descriptive survey design was employed to investigate how students in the school’s boarding house select, use and care for their undergarments. Multistage sampling technique was used to select 176 respondents, comprising 115 females and 61 males for the study. Research objectives for the study were: to identify the types of undergarments used by students, examine factors they considered in their selection, evaluate the c...

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HOME ECONOMICS PROJECT TOPICS AND MATERIALS

Home economics project topics and materials for undergraduate and post graduate students. research project paper, seminar topics, proposals, titles, ideas and materials are available for dissertation, thesis and essay in home economics department. find below the list of research project topics for ond, hnd, bsc, msc and phd home economics students., latest projects, problems and serves of new generation banks in nigeria, risk management in the nigerian financial institution, effect of computer usage in banking in united bank for west african plc, challenges facing the nigeria banking industry, effect of inflation on the economy, impact of bank failure in nigeria economy, role and problems of financial institutions to the growth of small scale business in..., thesis research depart..

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Before Altman’s Ouster, OpenAI’s Board Was Divided and Feuding

Sam Altman confronted a member over a research paper that discussed the company, while directors disagreed for months about who should fill board vacancies.

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By Cade Metz ,  Tripp Mickle and Mike Isaac

Reporting from San Francisco

Before Sam Altman was ousted from OpenAI last week, he and the company’s board of directors had been bickering for more than a year. The tension got worse as OpenAI became a mainstream name thanks to its popular ChatGPT chatbot.

At one point, Mr. Altman, the chief executive, made a move to push out one of the board’s members because he thought a research paper she had co-written was critical of the company.

Another member, Ilya Sutskever, thought Mr. Altman was not always being honest when talking with the board. And some board members worried that Mr. Altman was too focused on expansion while they wanted to balance that growth with A.I. safety.

The news that he was being pushed out came in a videoconference on Friday afternoon, when Mr. Sutskever, who had worked closely with Mr. Altman at OpenAI for eight years, read him a statement. The decision stunned OpenAI’s employees and exposed board members to tough questions about their qualifications to manage such a high-profile company.

Those tensions seemingly came to an end late Tuesday when Mr. Altman was reinstated as chief executive. Mr. Sutskever and others critical of Mr. Altman were jettisoned from the board, whose members now include Bret Taylor, an early Facebook officer and former co-chief executive of Salesforce, and Larry Summers, the former Treasury Department secretary. The only holdover is Adam D’Angelo, chief executive of the question-and-answer site, Quora.

The OpenAI debacle has illustrated how building A.I. systems is testing whether businesspeople who want to make money from artificial intelligence can work in sync with researchers who worry that what they are building could eventually eliminate jobs or become a threat if technologies like autonomous weapons grow out of control.

OpenAI was started in 2015 with an ambitious plan to one day create a superintelligent automated system that can do everything a human brain can do. But friction plagued the company’s board, which hadn’t even been able to agree on replacements for members who had stepped down.

Before Mr. Altman’s return, the company’s continued existence was in doubt. Nearly all of OpenAI’s 800 employees had threatened to follow Mr. Altman to Microsoft, which asked him to lead an A.I. lab with Greg Brockman, who quit his roles as OpenAI’s president and board chairman in solidarity with Mr. Altman.

The board had told Mr. Brockman that he would no longer be OpenAI’s chairman but invited him to stay on at the company — though he was not invited to the meeting where the decision was made to push him off the board and Mr. Altman out of the company.

OpenAI’s board troubles can be traced to the start-up’s nonprofit beginnings. In 2015, Mr. Altman teamed with Elon Musk and others, including Mr. Sutskever, to create a nonprofit to build A.I. that was safe and beneficial to humanity. They planned to raise money from private donors for their mission. But within a few years, they realized that their computing needs required much more funding than they could raise from individuals.

After Mr. Musk left in 2018, they created a for-profit subsidiary that began raising billions of dollars from investors, including $1 billion from Microsoft. They said that the subsidiary would be controlled by the nonprofit board and that each director’s fiduciary duty would be to “humanity, not OpenAI investors,” the company said on its website.

Among the tensions leading up to Mr. Altman’s ouster and quick return involved his conflict with Helen Toner, a board member and a director of strategy at Georgetown University’s Center for Security and Emerging Technology. A few weeks before Mr. Altman’s firing, he met with Ms. Toner to discuss a paper she had co-written for the Georgetown center.

Mr. Altman complained that the research paper seemed to criticize OpenAI’s efforts to keep its A.I. technologies safe while praising the approach taken by Anthropic, a company that has become OpenAI’s biggest rival, according to an email that Mr. Altman wrote to colleagues and that was viewed by The New York Times.

In the email, Mr. Altman said that he had reprimanded Ms. Toner for the paper and that it was dangerous to the company, particularly at a time, he added, when the Federal Trade Commission was investigating OpenAI over the data used to build its technology.

Ms. Toner defended it as an academic paper that analyzed the challenges that the public faces when trying to understand the intentions of the countries and companies developing A.I. But Mr. Altman disagreed.

“I did not feel we’re on the same page on the damage of all this,” he wrote in the email. “Any amount of criticism from a board member carries a lot of weight.”

Senior OpenAI leaders, including Mr. Sutskever, who is deeply concerned that A.I. could one day destroy humanity , later discussed whether Ms. Toner should be removed, a person involved in the conversations said.

But shortly after those discussions, Mr. Sutskever did the unexpected: He sided with board members to oust Mr. Altman, according to two people familiar with the board’s deliberations. The statement he read to Mr. Altman said that Mr. Altman was being fired because he wasn’t “ consistently candid in his communications with the board .”

Mr. Sutskever’s frustration with Mr. Altman echoed what had happened in 2021 when another senior A.I. scientist left OpenAI to form Anthropic. That scientist and other researchers went to the board to try to push Mr. Altman out. After they failed, they gave up and departed, according to three people familiar with the attempt to push Mr. Altman out.

“After a series of reasonably amicable negotiations, the co-founders of Anthropic were able to negotiate their exit on mutually agreeable terms,” an Anthropic spokeswoman, Sally Aldous, said. In a second statement, Anthropic added that there was “no attempt to ‘oust’ Sam Altman at the time the founders of Anthropic left OpenAI.”

Vacancies exacerbated the board’s issues. This year, it disagreed over how to replace three departing directors: Reid Hoffman, the LinkedIn founder and a Microsoft board member; Shivon Zilis, director of operations at Neuralink, a company started by Mr. Musk to implant computer chips in people’s brains; and Will Hurd, a former Republican congressman from Texas.

After vetting four candidates for one position, the remaining directors couldn’t agree on who should fill it, said the two people familiar with the board’s deliberations. The stalemate hardened the divide between Mr. Altman and Mr. Brockman and other board members.

Hours after Mr. Altman was ousted, OpenAI executives confronted the remaining board members during a video call, according to three people who were on the call.

During the call, Jason Kwon, OpenAI’s chief strategy officer, said the board was endangering the future of the company by pushing out Mr. Altman. This, he said, violated the members’ responsibilities.

Ms. Toner disagreed. The board’s mission was to ensure that the company creates artificial intelligence that “benefits all of humanity,” and if the company was destroyed, she said, that could be consistent with its mission. In the board’s view, OpenAI would be stronger without Mr. Altman.

On Sunday, Mr. Sutskever was urged at OpenAI’s office to reverse course by Mr. Brockman’s wife, Anna, according to two people familiar with the exchange. Hours later, he signed a letter with other employees that demanded the independent directors resign. The confrontation between Mr. Sutskever and Ms. Brockman was reported earlier by The Wall Street Journal .

At 5:15 a.m. on Monday, he posted on X , formerly Twitter, that “I deeply regret my participation in the board’s actions.”

Cade Metz is a technology reporter and the author of “Genius Makers: The Mavericks Who Brought A.I. to Google, Facebook, and The World.” He covers artificial intelligence, driverless cars, robotics, virtual reality and other emerging areas. More about Cade Metz

Tripp Mickle reports on Apple and Silicon Valley for The Times and is based in San Francisco. His focus on Apple includes product launches, manufacturing issues and political challenges. He also writes about trends across the tech industry, including layoffs, generative A.I. and robot taxis.  More about Tripp Mickle

Mike Isaac is a technology correspondent for The Times based in San Francisco. He regularly covers Facebook and Silicon Valley. More about Mike Isaac

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THE_PERSPECTIVE_OF_HOME_ECONOMICS_LEARNERS_TO_THEIR_LABORATORY ROOM

by Pauline Casile Bordon

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At present anything that does not explicitly contribute to workplaces or cater to the bottom line has little value. However, there is an abject failure to recognise how families both contribute to workplace performance, and carry the burden of cuts to social services and the redistribution of public money to private enterprises. ‘Thus we reach the ordinary notion of education: the notion which ignores its social necessity and its identity with all human association that affects conscious life’ (Dewey 2004, p. 9). This article therefore explores the relevance of home economics in the face of school change in neoliberal times. Drawing on Aristotle’s principles of a ‘life well lived’ and the ‘common good’ the article considers how home economics education provides possibility for students to develop practical wisdom. There is consideration of the aims of the International Federation for Home Economics (IFHE) and McGregor’s (2010a) unique contributions to home economics to demonstrate the relevance and need for the subject in spite of its relocation to curriculum sidelines. As a curriculum area that is well able to build practical wisdom it seems out of step with contemporary positions on the purposes of schooling. However, Schwartz and Sharpe (2010) argue that the silence that surrounds any discussion about practice-orientated subjects including home economics is disempowering, both for home economics as a profession and for students who do not have any opportunity to engage with practice and build a capacity for wise judgment. Further, we are seen to be unable to perceive or act against the very circumstances that divert the need for practical wisdom.

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The study investigated the challenges faced in Home Economics Education and the roles of Home Economics Education in the national development. The population of this study comprised all the people of Akwa Ibom State. The study adopted Expost-Facto research design, while stratified random sampling technique was used in selecting the respondents. The instrument for data collection which was tagged “Challenges and Roles of Home Economics Education to the National Development Questionnaire (CRHEENDQ) was administered to the respondents and used for the study. The instrument was vetted by experts in statistics, test and measurement before the reliability test was conducted with 30 respondents which produced the reliability coefficient of 0.77, proving the instrument to be reliable for the study. Data collected were analysed using mean statistics and Pearson Product Moment Correlation Analysis. From the results of the data analysis, it was observed that there are various challenges facing...

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Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.

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When professionals engage in and with their professional practice they assert a claim of extraordinary knowledge. Within Home Economics such a claim is a challenge when everyday lived experiences are in and of themselves ordinary, of which everyone apparently has knowledge of. Professional application of knowledge has an explicit focus on the wellbeing of others and therefore is what constitutes professional practice. Home Economics educators engage in professional practice when we connect with students and their families to build capacity for a life well lived. This paper considers the professional practice of Home Economics education using Aristotle’s consideration of human action through the dispositions of techné, episteme and phronesis. Each provides unique understandings about the relationship between ideology and action, and therefore professional practice. Using these three dispositions to understanding professional practice is a positioning that is different to current market ideology that pervades every social and cultural institution, especially schools. Using McGregor’s (2010) eight unique contributions of Home Economics enables discussion about the professional practice of Home Economics in a market-orientated era. The paper concludes with a discussion about what the three dispositions for human action offers Home Economics educators as they focus on what they do with their students in classrooms that also has meaning outside the school gates and beyond the school years.

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This study was conducted to examine the role of the teacher in creating an innovative Home Economics classroom. The study was guided by three research questions. The population consisted of 96 Home Economics teachers in the Edo State of Nigeria. A Questionnaire “RHETCICQ” was utilized for data collection. The data was analyzed using the means score. The mean score was ranked in descending order. The findings revealed that on role of the teacher in the organization of creative Home Economics classrooms; teachers are to act as facilitators, having cordial relationships with students, Introduce technology wisely in Home Economics lessons, encourage collaboration by helping students to work with others and creating a place for all categories of learners during Home Economics lessons. Strategies of teaching; Teachers should utilize new techniques and technologies that are trendy in the Home Economics profession, Integrate technologies common among students to learn in a natural way, integrate technologies common among students so as to make them learn in a natural way and Utilize teaching strategies that are involving and are different from day to day. Qualities of teachers expected in an innovative Home Economics Classrooms : Teachers should be creative and skillful in adapting to the needs of the students, Flexible in adapting to technology, dedicated and tolerant to students, should be involved in lifelong learning and always updating skills. It is recommended that Home Economics teachers should update their skills and appropriate attitude through various self improvement programmes such as in-service training, attending conferences and workshops

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This study was conducted to determine the relationship of extent of utilization of instructional materials used to senior high school students' in their skill performance in home economics. Specifically, this study aimed to determine the socioeconomic characteristics of the teachers' in terms of, educational attainment, national certificate, length of service, number of seminars/trainings attended, and rank; determine students' skill performance in home economics, to determine the extent of utilization of instructional materials used in home economics by the senior high school home economic students in terms of multimedia presentations, textbooks, charts and workbooks, real objects/realia, and pictures; determine whether the teachers socioeconomic characteristics significantly influence their students' skill performance; determine whether the teachers socioeconomic characteristics significantly influence their extent of utilization of instructional materials; determine whether the teachers' extent of utilization of instructional materials significantly influence their students' skill performance. Respondents of the study were sixty two (62) senior high school Home Economics teachers and six hundred twenty (620) senior high school Home Economics students drawn by random sampling procedure in North Cotabato Division. Frequency counts, averages and weighted mean were used in analyzing the data. The Multiple Regression was used to test the influence between the extent of utilization of instructional materials used and senior high school students' skill performance in home economics. Most of the teacher respondents were bachelors' degree holder, have taught the subject Home Economics from 5-10 years. Majority of the skill performance of students were rated good. Most of the respondents always preferred real objects and the pictures was frequently used and were found the least preferred instructional materials in HE classes. Teachers' socioeconomic characteristics were not influenced by their students' skill performance and their extent of utilization of instructional materials. Teachers' extent of utilization of instructional materials was not influenced their students' skill performance. Based on the findings of study, it is concluded that extent of utilization of instructional materials used in relation to senior high school do not significantly influenced their students' skill performance in Home Economics.

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This paper focused on the recently launched book Creating Home Economics Futures: The Next 100 Years (published by the Australian Academic Press, 2012). It aspired to entice people to delve into this one-of-a-kind collection of ideas about how to future proof the Home Economics profession, grounded in megatrends, and IFHE&#39;s position statement about the intent and focus of Home Economics. It identified eight themes, and teased out four to illustrate the intellectual potential of these future proofing ideas: philosophy of Home Economics, megatrend push back, changing families, and the history of Home Economics.

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.

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The school is one of the important agents of instruction which diffuses education from one generation to another in order to realize the goals of humanity. One of the objectives of the Nigerian government as well is to instil the right type of value and attitude for the existence of the individual and the society at large. Thus, the classroom teacher is expected to provide learning experiences through the process of curriculum implementation. This study examines the implementation of home economics curriculum in secondary schools in plateau state with the aim of identifying some of its challenges. A descriptive survey research design was used for the study. A sample of 71 teachers was drawn from thirty six different secondary schools from three Local Government areas of Plateau State. Three research questions were answered while one hypothesis was formulated and tested at 0.05 level of significance. A multi-stage sampling technique was used to draw out the sample from the populati...

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Decisions that are made about curriculum are by their very nature contentious given that they represent a suite of decisions that enshrine particular values and purposes of education. The most common approach used in curriculum development in Western countries has been to privilege certain knowledge on the basis of value in developing human capital that meets nationstate economic purposes and that is measured through standardised testing and benchmarking. The reduction of curriculum content into learning or subject areas on the basis of common discipline content presents a view of information and learning to students that are disembodied and unlikely to be connected with diverse experiential contexts. Interdisciplinary approaches such as home economics do not readily conform to this reductionist structure. This dilemma has resulted in the discrete and wholesale writing out of Home Economics from the official curriculum. This paper will draw on understandings about ignorance. In particular the conceptualisation that ignorance is positioned against the removal or reduction of home economics education in curriculum documents as a selective choice, a strategic ploy and as resistance or caution. It is intended that this theorising of ignorance will provide a way to recognise and communicate how the writing out of home economics education in curriculum documents is possible. In doing so this paper also offers possibilities to redress the prescribed ignorance and situate current initiatives in home economics as both viable and important ways of knowing.

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The research “Development of Home Economics Education for Life Quality in Latvia” is based on authors’ experience gained in long-term activities. The study is a scientific monograph, the materials is approbated in authors’ doctoral thesis and in scientific publications. The Home Economics education in Latvia has significantly changed from the acquisition of a simple, practical, narrow specification profession to the conscious, all-around development of a pupil’s individuality aimed at awareness of the quality of life and purposeful action to improve its quality. The aim of the book is to introduce the public to different aspects of the development of Home Economics and Technologies (Design and Technology) education for life quality in Latvia at schools and at University level. This book describes the research done by authors within Home Economics and Technologies sphere during 2000-2020 years in Latvia University of Life Sciences and Technologies (LLU), Institute of Education and Ho...

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1986, Home Economics Research Journal

Erika M Pace , SUZANNE M PISCOPO , Paola Aiello

The principal goal of Home Economics has always been that of empowering people to increase control over their lives. Home Economics education has effectively kept up with emerging needs, prioritising the competencies necessary for family and community wellbeing. Within the complex contemporary society, there is no doubt that the main concern should be to equip individuals with the tools necessary to deal with the rapid cultural and technological evolution they will face throughout life. The theory of simplexity offers a new way of perceiving and dealing with this complexity. It suggests that, based on simplifying principles, the brain finds solutions “to process complex situations very rapidly, elegantly, and efficiently, taking past experience into account and anticipating the future” (Berthoz, 2012, p.3). Thanks to its adaptive interdisciplinary nature, both as a subject and a profession, Home Economics provides the ideal setting for reflection on the simplex properties and principles identified as the tools for life. Home Economists and students alike may well find that gaining awareness of these properties and acquiring the meta-cognitive ability to apply simplifying principles such as detours, inhibition, redundance, vicariance and selective attention, can help to face the complexity in their work, studies and daily lives with a new mindset. This proposed approach suggests a consideration of curriculum reform in Home Economics education and teacher training.

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